Anesthesiology and Pain Management
Anesthesiology and Pain Management. 2025; 1: (1) ; 10.12208/j.apm.20250003 .
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南京医科大学第一附属医院麻醉科 江苏南京
*通讯作者： Junbei Wu,单位：南京医科大学第一附属医院麻醉科 江苏南京；
目的 以纤维气管插管（FOI）为研究对象，评价麻醉住院医师的培训效果，并观察住院医师在过程模拟过程中对多模式主动学习（翻转课堂结合佩顿四步教学法）的满意度。方法 招募住院医师规范化培训研究生72名住院医师。居民被随机分配到单模态组或多模态组。两个小组计划的信息自由讲习班的时间是相同的，由三个站点组成。教师采用翻转课堂作为多模式组的教育策略。在训练过程中，佩顿的四步法被使用。在信息自由程序、多项选择题（MCQ）和标准化培训后问卷上的表现被用于评估Kirkpatrick模型的前两个层次。通过直接观察程序技能（DOPS）来评估FOI程序的表现。结果 多模式组的训练设计和满意度得分均显著高于单模式组（p < 0.05）。第二个水平显示，在多模式组中，FOI程序（DOPS）和理论知识（MCQ）的表现显著增加。结论 与传统的单模态学习相比，程序性学习的多模态主动学习策略具有更好的学习效果。
Objective With regard to fiberoptic orotracheal intubation (FOI), the study aimed to evaluate the training efficiency of anesthesiology residents as well as observations of the residents' satisfaction with multimodal active learning (flipped classroom combined with Peyton's 4-step teaching approach during procedural simulation). Methods A total of 72 residents who were in their postgraduate year (PGY) of standardized residency training were recruited. Residents were randomly allocated to either a single-modal or a multimodal group. The duration of the planned FOI workshop was the same for both groups and consisted of three stations. Teachers employed the flipped classroom as an educational strategy with the multimodal group. During the training sessions, Peyton's 4-step approach was used. Performance on the FOI procedure, multiple choice questions (MCQ), and a standardized post-training questionnaire were applied to assess the first 2 levels of Kirkpatrick's model. The performance of the FOI procedure was evaluated by direct observation of procedural skills (DOPS). Results The scores of training design and satisfaction were significantly higher in the multimodal group than that in the single-modal group (p < 0.05). The second level revealed a significant increase in the performance of FOI procedure (DOPS) and knowledge of theory (MCQ) in the multimodal group. Conclusion When compared to traditional single-modal learning, a multimodal active learning strategy of procedural learning produces greater learning outcomes.
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