Abstract:

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.

Key words: Medical education, Self-education, Checklist evaluation system, Transabdominal preperitoneal