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Abstract：
OBJECTIVE: To determine the utility of a 3D vulvar model for teaching pediatric straddle injury repair.
METHODS: Prospective study.
METHODS: Two academic hospitals.
METHODS: Twenty obstetrics and gynecology residents INTERVENTIONS AND MAIN OUTCOME MEASURES: Knowledge score on the basis of a 7-question pre/post test. Likert scale questions evaluated the 3D model as a teaching tool.
RESULTS: Twenty residents participated; 2 (10%) had ever repaired a straddle injury. Knowledge scores increased after model use and didactic session from 3.05 of possible 7 to 6.35; P = .001. Only 2/20 (10%) residents \"agreed\" or \"strongly agreed\" with the statement, \"I am comfortable repairing a straddle injury\" before the intervention, compared with 19/20 (95%) afterward (P < .001). Of 20 residents, 19 (95%) believed that it simulated surgical experience \"very well\" or \"well.\"
CONCLUSIONS: The use of a 3D pediatric vulvar model can simulate surgical experience and can be an effective teaching tool when combined with a didactic session on pediatric straddle injury.
METHODS: Prospective study.
METHODS: Two academic hospitals.
METHODS: Twenty obstetrics and gynecology residents INTERVENTIONS AND MAIN OUTCOME MEASURES: Knowledge score on the basis of a 7-question pre/post test. Likert scale questions evaluated the 3D model as a teaching tool.
RESULTS: Twenty residents participated; 2 (10%) had ever repaired a straddle injury. Knowledge scores increased after model use and didactic session from 3.05 of possible 7 to 6.35; P = .001. Only 2/20 (10%) residents \"agreed\" or \"strongly agreed\" with the statement, \"I am comfortable repairing a straddle injury\" before the intervention, compared with 19/20 (95%) afterward (P < .001). Of 20 residents, 19 (95%) believed that it simulated surgical experience \"very well\" or \"well.\"
CONCLUSIONS: The use of a 3D pediatric vulvar model can simulate surgical experience and can be an effective teaching tool when combined with a didactic session on pediatric straddle injury.
摘要：
目的：确定3D外阴模型在小儿跨骑损伤修复教学中的实用性。
方法：前瞻性研究。
方法：两家学术医院。
方法：20名妇产科住院医师干预及主要结果指标：基于7题前/后测试的知识得分。Likert量表问题评估了3D模型作为教学工具。
结果：20名居民参加；2（10％）曾经修复过跨骑伤。使用模型和教学课程后，知识得分从可能的7中的3.05增加到6.35；P=.001。只有2/20（10％）的居民“同意”或“强烈同意”该声明，在干预之前，“我很乐意修复跨骑伤”，与之后的19/20（95%）相比（P<.001）。20位居民中,19（95％）认为它模拟了手术经验“非常好”或“好”。\"
结论：使用3D小儿外阴模型可以模拟手术经验，并且当与小儿跨骑损伤的教学课程结合时，可以成为有效的教学工具。
方法：前瞻性研究。
方法：两家学术医院。
方法：20名妇产科住院医师干预及主要结果指标：基于7题前/后测试的知识得分。Likert量表问题评估了3D模型作为教学工具。
结果：20名居民参加；2（10％）曾经修复过跨骑伤。使用模型和教学课程后，知识得分从可能的7中的3.05增加到6.35；P=.001。只有2/20（10％）的居民“同意”或“强烈同意”该声明，在干预之前，“我很乐意修复跨骑伤”，与之后的19/20（95%）相比（P<.001）。20位居民中,19（95％）认为它模拟了手术经验“非常好”或“好”。\"
结论：使用3D小儿外阴模型可以模拟手术经验，并且当与小儿跨骑损伤的教学课程结合时，可以成为有效的教学工具。
