Application of scenario simulation teaching in cardiopulmonary resuscitation training for junior surgical residents
10.3760/cma.j.issn.2095-1485.2019.06.022
- VernacularTitle:情景模拟教学在低年资外科住院医师心肺复苏培训中的应用
- Author:
Suhua KUANG
1
;
Shaobo XIE
;
Lifang WENG
;
Xiaoshan REN
;
Rong LIU
;
Qing LIANG
Author Information
1. 广州医科大学附属第一医院心脏外科 510120
- Keywords:
Scenario simulation teaching method;
Cardiopulmonary resuscitation;
Junior surgical resident;
Training model
- From:
Chinese Journal of Medical Education Research
2019;18(6):636-640
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the effect of scenario simulation teaching method in the training of cardiopulmonary resuscitation (CPR) for junior surgical residents. Methods 133 junior residents (working life<3 years) in the author's hospital rotating Cardiac Surgery department were selected and divided into control group (n=65) and observation group (n=68), in which the control group adopted traditional classroom teaching: teacher explanation-demonstration-student practice-teacher counseling; the observation group adopted scenario simulation teaching: teacher explanation-demonstration-student practice-teacher counseling scenario simulation. Before and after training, two groups both received the CPR theory and double operation assessment , comparing the difference of assessment scores between groups before and after training . Results There was no statistically significant difference in the demographic characteristics between the two groups. The assessment scores of CPR theory and operation were improved in both groups after training, and there were significant differences (P=0.000). There were no statistically significant differences in the CPR theory and operation assessment scores between the two groups before training (P>0.05);compared with the scores of CPR operation between the two groups after training, the observation group [(84.62±3.94)] was significantly higher than that of the control group [(79.68±5.45)] and there were significant statistical differences (P=0.000), while there was no statistically significant difference in CPR theory assessment scores between the two groups (P>0.05). Conclusions Both traditional classroom teaching and scenario simulation teaching methods could improve the CPR theory and skill level of the surgical junior resident, but situa tional simulation teaching method is better than traditional classroom teaching method in improving students' CPR performance.
