模式化教学在住院医师腹腔镜腹股沟疝手术培训中的应用研究

doi:10.3969/j.issn.2096-045X.2026.02.007

摘要/Abstract

摘要：

目的　探讨模式化教学在腹腔镜腹股沟疝手术培训中的应用效果。方法选取2022年1月—2025年1月首都医科大学宣武医院50名无腹腔镜腹股沟疝手术主刀经验的规范化培训医师，随机分为对照组（n=25）和试验组（n=25）。对照组采用传统教学，如读书、图谱、视频讲解及腔镜模拟器练习；试验组通过3D解剖重建、解剖图绘制标记、口诀化手术步骤及模拟训练进行教学。比较两组手术操作时间、术中关键步骤失误次数、理论考核成绩、手术流程规范性评分及教学满意度。结果　试验组手术操作时间［（39.8 ± 5.6）min vs（51.3 ± 7.2 ）min，P<0.001］、术中失误次数［（1.3 ± 0.8）次vs （2.6 ± 1.1）次，P = 0.008］显著低于对照组；理论考核成绩［（86.5 ± 4.8）分 vs （77.2 ± 6.1）分，P<0.001］、手术流程规范性评分［（8.4 ± 1.0）分 vs （6.3 ± 1.2）分， P<0.001］及教学满意度［（8.9 ± 0.9分 vs.7.4 ± 1.3分，P=0.003］显著高于对照组。结论　模式化教学通过3D解剖重建、口诀化步骤和模拟训练有机结合，显著提高了学生的手术操作能力、理论知识掌握水平和教学满意度，是腹腔镜腹股沟疝手术培训的有效方法。

关键词:

, 模式化教学｜腹腔镜下经腹腹膜前疝修补术｜外科培训｜3D解剖｜模拟训练

Abstract: Objective　To evaluate the efficacy of a structured teaching approach in residents training in laparoscopic inguinal hernia repair (LIHR), compared to traditional teaching methods.Methods　This randomized controlled trial enrolled 50 standardized training residents without experience as primary surgeons in LIHR at Xuanwu Hospital, Capital Medical University, from January 2022 to January 2025. Participants were randomly assigned to a traditional teaching group (n=25) or a structured teaching group (n=25). The traditional group received instruction via textbooks, anatomical atlases, video lectures, and laparoscopic simulator exercises. The structured teaching group underwent a multimodal curriculum including 3D anatomical reconstruction software, anatomical drawing and labeling, memorization of a six-step mnemonic for the surgical procedure, and targeted simulation training. Operative time, number of errors in key intraoperative steps, theoretical knowledge scores, procedural compliance scores, and teaching satisfaction were compared between the two groups.Results　The experimental group had significantly shorter operative time [(39.8 ± 5.6 min vs (51.3 ± 7.2) min, P<0.001] and fewer intraoperative errors [(1.3 ± 0.8) vs (2.6 ± 1.1), P=0.008] than the control group. The experimental group also achieved significantly higher theoretical examination scores [(86.5 ± 4.8) vs (77.2 ± 6.1), P<0.001], standardized surgical procedure scores [(8.4 ± 1.0 ) vs (6.3 ± 1.2), P<0.001)], and teaching satisfaction [ (8.9 ± 0.9 ) vs (7.4 ± 1.3), P=0.003) ] than the control group.Conclusion　The structured teaching model, which integrates 3D visualization, mnemonic-based procedural steps, and simulation training, significantly enhances residents' operative skills, theoretical understanding, and overall satisfaction. It represents a highly effective and promising method for training in laparoscopic inguinal hernia repair.

Key words:

, structured teaching｜ laparoscopic inguinal hernia repair (LIHR)｜ surgical training｜ 3D anatomy｜simulation training

中图分类号:

R4
G642

高崇崇, 吴子健, 蒋睿, 王政, 白剑, 李非. 模式化教学在住院医师腹腔镜腹股沟疝手术培训中的应用研究[J]. 医学教育管理, doi: 10.3969/j.issn.2096-045X.2026.02.007.

Gao Chongchong, Wu Zijian, Jiang Rui, Wang Zheng, Bai Jian, Li Fei.

Application of structured teaching in residents training in laparoscopic inguinal hernia repair [J]. Medical Education Management, doi: 10.3969/j.issn.2096-045X.2026.02.007.

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