UNASSIGNED: A simulation course with a cross-over design was employed. Video laryngoscopes were utilized for both the 3D and cadaveric models to assess the accuracy of injection into the vocal fold. Pre-procedure and post-procedure surveys were administered to evaluate understanding and comfort level on a Likert scale of 1-10. Each model was also rated on a 1-5 Likert scale for self-efficacy, fidelity, and educational value.
UNASSIGNED: Pre- and post-survey data were completed by 15 otolaryngology residents and medical students. Mean pre-seminar understanding and comfort level were 3.7 and 2.2, respectively, compared to 6.9 and 5.9 (p < .05) following use of the 3D model and 6.4 and 4.7 (p < .05) following use of the cadaver model. When comparing 3D and cadaveric models, no significant differences were observed regarding self-efficacy, fidelity, and educational value.
UNASSIGNED: There was a similar mean increase in understanding and comfort following use of the 3D and cadaveric models. 3D-printing can provide an excellent adjunct to, and eventually a potential replacement for hands-on cadaveric training in medical education, particularly for TIL.
UNASSIGNED: Level III.
■采用了交叉设计的模拟课程。视频喉镜用于3D和尸体模型,以评估注入声带的准确性。进行了术前和术后调查,以1-10的Likert量表评估理解和舒适度。每个模型还在1-5李克特量表上对自我效能感进行了评估,保真度,和教育价值。
■调查前后的数据由15名耳鼻喉科住院医师和医学生完成。研讨会前的平均理解力和舒适度分别为3.7和2.2,与使用3D模型后的6.9和5.9(p<0.05)以及使用尸体模型后的6.4和4.7(p<0.05)相比。在比较3D和尸体模型时,在自我效能感方面没有观察到显著差异,保真度,和教育价值。
■使用3D和尸体模型后,理解和舒适度也有类似的平均增加。3D打印可以提供一个很好的辅助,最终可能替代医学教育中的动手尸体培训,特别是TIL。
■三级。