麻醉安全与质控

目的 探究个人目标导向与目标教学相结合在口腔麻醉临床教学中的应用效果。方法 选择2022年1月至2024年10月在广西医科大学附属口腔医院麻醉科轮转实习的住院医师规范化培训学员70名作为研究对象，采用随机数字表法将学员分为对照组（n=35）和观察组（n=35）。对照组采用常规教学模式开展教学，观察组采用个人目标导向与目标教学相结合的教学方式，在学员出科时，对两组学员分别开展理论考核、技能考核、综合素质考核，统计临床操作数量，同时调查学员对教学模式的满意情况。结果 观察组出科理论考核成绩（93.00±4.81）分、技能考核成绩（92.66±1.83）分、综合素质考核成绩（91.34±4.12）分，高于对照组[（89.46±4.35）分、（89.40±4.98）分、（88.66±3.81）分]，各项差异均有统计学意义（P<0.05）。观察组的临床操作数量多于对照组，观察组学员对教学的满意度也高于对照组，差异均有统计学意义（P<0.05）。结论 将个人目标导向与目标教学相结合，可有效提高口腔麻醉临床教学质量及教学满意度。

Objective To explore the application effect of personal goal orientation combined with goal-oriented teaching in clinical teaching of oral anesthesia. Methods A total of 70 standardized training residents who rotated in the Department of Surgical Anesthesiology, Affiliated Stomatological Hospital of Guangxi Medical University from January 2022 to October 2024 were selected as research objects. Those residents were randomly divided into the control group(n=35) and the observation group(n=35) according to random number table method. The control group adopted the conventional teaching mode, while the observation group used the teaching mode of personal goal orientation combined with goal-oriented teaching. When the residents completed the rotation, both groups received theoretical assessments, skill assessments, comprehensive quality assessments, and the number of clinical procedures performed was recorded. Meanwhile, the residents' satisfaction with the teaching mode was surveyed. Results The scores of theoretical assessments(93.00 ± 4.81) points, skill assessments(92.66 ± 1.83) points and comprehensive quality assessments(91.34 ± 4.12) points in the observation group were higher than those in the control group [(89.46 ± 4.35) points,(89.40 ± 4.98) points,(88.66 ± 3.81) points], and all differences were statistically significant(P < 0.05). Among these findings, the observation group performed more clinical procedures and reported higher satisfaction with the teaching method, with statistically significant differences(P < 0.05). Conclusion Combining personal goal orientation with goal-oriented teaching can effectively enhance the quality of clinical teaching in oral anesthesia and improve teaching satisfaction.