目的

评估自我授课教学法联合Checklist 评价系统在腹腔镜经腹腹膜前疝修补术（TAPP）手术教学中的应用及效果。

方法

选取2022 年10 月至2023 年12 月，于北京大学人民医院接受TAPP 手术教学的医师30 名，依据教学模式不同分为对照组和自我授课组，各15 人。对照组进行传统授课；自我授课组在传统授课的基础上进行自我授课教学。利用Checklist 评价系统和理论考试对2 组进行手术视频考核和理论考核。

结果

自我授课组的考核评分为（90.00±3.18）分。理论考核成绩比较，自我授课组高于对照组[（88.40±4.63）分比（82.27±5.28）分，P=0.002]；手术视频考核成绩比较，自我授课组高于对照组[（19.93±1.94）分比（18.40±2.06）分，P=0.045]；差异均有统计学意义。

结论

自我授课教学法联合Checklist 评价系统能够提高学员的主动学习意识并准确评估学员的手术水平，从而提升TAPP 手术的理论和实践能力。

Objective

To evaluate the application and effect of a self-education method combined with a checklist evaluation system in laparoscopic transabdominal preperitoneal （TAPP） hernia repair surgical teaching.

Methods

A total of 30 surgeons who participated in TAPP surgical training at Peking University People's Hospital from October 2022 to December 2023 were enrolled in the study.Based on different teaching methods， they were divided into a control group and a self-lecture group， with 15 participants in each.The control group received traditional lectures， whereas the self-lecture group underwent self-lecture teaching in addition to traditional lectures.Both groups were assessed using the checklist evaluation system and a theoretical examination， which included surgical video assessments and written tests.

Results

The self-lecture group achieved an average assessment score of 90.00±3.18.In the theoretical examination， the self-lecture group scored significantly higher than the control group （88.40±4.63 vs.82.27±5.28， P=0.002）.Similarly， in the surgical video assessment， the self-lecture group outperformed the control group （19.93±1.94 vs.18.40±2.06， P=0.045）， with both differences being statistically significant.

Conclusion

The self-education method combined with the checklist evaluation system can improve students' active learning awareness and accurately evaluate students' surgical performance， thereby improving the theoretical and practical abilities of TAPP surgery.