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We reviewed and developed an indicator system framework for assessing teaching effect of laparoscopic simulation training through literature research, expert consultation, analytic hierarchy process and factor analysis. We also made an empirical study on the constructed index system. The system included 3 domains (A1: evaluation of laparoscopic simulator; A2: operation evaluation of experimental animals; A3: evaluation of clinical practice), 10 second-level indicators and 23 third-level indicators for assessing teaching effect of laparoscopic simulation training. The indicator system framework has good internal consistency (Cronbach α= 0.968) and external consistency (>0.72). The empirical study found that: in the results of A1-A3 in the first level indicator, the score of the experienced group was significantly higher than that of the inexperienced group ( P<0.05). In the evaluation results of the 10 secondary indicators in the secondary indicators B1-B10, the score of the experienced group was significantly higher than that of the inexperienced group ( P<0.01). For the first time, we have established and evaluated a comprehensive evaluation indicator system which is reliable and effective and can be used for further evaluation of teaching effect of laparoscopic simulation training. The following empirical studies have verified the effectiveness and practicability of the evaluation system.
RESUMO
Objective:To investigate the impact of different feedback methods on the training effects of laparoscopic simulation training learners in two-week training course.Methods:A total of 98 trainees receiving simulation laparoscopic training from August 2017 to April 2018 in The First Affiliated Hospital of Xinjiang Medical University were randomized into three groups, including Group 1 ( n=32), watching video tutorials only; Group 2 ( n=33), watching video tutorials and receiving immediate feedback; Group 3 ( n=33) watching video tutorials and receiving conclusive feedback. All the trainees received assessment before and after the training. The differences of assessment scores and operation time before and after the training were compared among the three groups. Chi-square test and t test were conducted by STATA 11.0. Results:The assessment scores of the three groups were significantly improved after the training than before ( P<0.05), and the operation time of the three groups were significantly shorter than before ( P<0.05). The assessment scores and operation time of Group 3 after the training were significantly better than the other two groups ( P<0.05), and the assessment scores of Group 3 were higher than those of the other two groups ( P<0.05), but there was no significant difference between the other two groups ( P >0.05). There were significant differences in training duration and repetition times among the three groups ( P<0.05). The training duration and repetition times of Group 3 were significantly less than those of the other two groups ( P<0.05). Conclusion:Compared with the other two groups, conclusive feedback can greatly accelerate learning and improve training efficiency in laparoscopic simulation training.