Abstract:

Objective To explore the value of seminar teaching method in clinical teaching of management of complex cerebrovascular disease with hybrid operation. Methods Thirty trainee doctors in neurosurgical department at Beijing Tiantan Hospital were randomized into seminar method and traditional lecture-based learning (LBL) groups. After the course entitled “management of complex cerebrovascular disease with hybrid operation”, case analysis and clinical operating skill examinations and self-evaluation questionnaire were performed. Results The seminar method group achieved a higher score than the LBL group for case analysis test [(84.13±7.29) vs (79.00±4.97), P =0.032)]. Moreover, self-evaluation of case analysis ability [(1.60±0.51) vs (1.13±0.64), P =0.043], multidisciplinary collaboration ability [(1.53±0.52) vs (1.07±0.59), P =0.035] and competence for hybrid operation [(1.47±0.51) vs (0.93±0.70), P =0.034] in seminar teaching method group were much better than those of the traditional teaching group. Clinical operating skill examination and self-evaluation of operating skill had no significant difference between groups. Conclusion The seminar teaching method was better for clinical teaching in management of complex cerebrovascular disease with hybrid operation. It can effectively improve the trainee doctor’s ability of case analysis, multidisciplinary collaboration and competence for hybrid operation.

Key words: Seminar teaching; Hybrid operation; Cerebrovascular disease; Clinical teaching

摘要：

目的 探讨Seminar教学法在复合手术治疗复杂脑血管病临床教学中的应用价值。 方法 选择30例神经外科脑血管病专业进修医师，随机分为实验组和对照组。实验组采用Seminar教 学法，对照组采用传统的教学法。进修学习复合手术技术后以理论考试、操作考试和自我评定进行 综合比较。 结果 实验组病例分析考试成绩较对照组高[（84.13±7.29）分 vs（79.00±4.97）分，P =0.032）]。 实验组病情分析能力[（1.60±0.51）vs（1.13±0.64），P =0.043]、多学科协作能力[（1.53±0.52）vs （1.07±0.59），P=0.035]和复合手术胜任能力（[ 1.47±0.51）vs（0.93±0.70），P=0.034]自我评定结果 显著优于对照组（P <0.05），两组操作考试和临床操作能力自我评定结果差异无显著性（P＞0.05）。 结论 Seminar教学法适用于复合手术治疗复杂脑血管病临床教学，有助于培养进修医师的病例分析、 多学科协作和复合手术胜任能力。

关键词: Seminar教学法; 复合手术; 脑血管病; 临床教学