Objective By drawing the learning curve of virtual reality thoracentesis,to find out how easy it is to grasp the technology,design the reasonable teaching plan and provide reference to carrying out this kind of new teaching method.Methods Thirty clinical medical students finished eight times practices of virtual reality thoracentesis within 20 day period.We divided the eight times practices into four.phases(A,B,C,D)according to the time sequence,and compared the procedure time,performance scores and performance confidence among the four phases.Results The procedure time was shortened gradually with the increase of operation times,and the curve reached a plateau at trial 4.As for four phases,there was no significant difference in procedure time between C phase and D phase(P =0.133),and the significant differences were observed among the other phases(P＜0.001).The procedure time of C,D phases was significantly less than A,B phases (218.1 ±24.78) seconds vs (310.9 ± 53.63) seconds,P＜ 0.001.The performance scores and the performance confidence of C,D phases were significantly higher than A,B phases (P＜0.001).Conclusions Students without experience can grasp the technique of virtual reality thoracentesis after four times practices.The technique is relatively easy to grasp.%目的 通过绘制虚拟胸腔穿刺学习曲线,了解学生对虚拟胸腔穿刺这项技能的掌握情况,以设计合理的教学方案,为了更好地对医学生进行该项技能的培训提供参考.方法 选择2013年10月～2014年3月在上海交通大学附属第六人民医院内科实习的上海交通大学医学院2010级五年制、八年制临床医学专业30名学生为研究对象.研究内容为20天内完成8次虚拟胸腔穿刺练习.将8次练习按照先后顺序平均分成A阶段、B阶段、C阶段和D阶段,比较学生各阶段虚拟胸腔穿刺的操作时间、操作得分和自信心评分等资料.结果 随着学生操作次数的增加,操作时间逐渐缩短,4次练习后趋向平稳.4个阶段两两比较,学生在C阶段和D阶段的操作时间无统计学差异(P=0.133),其余阶段两两比较,差异均有统计学意义(P＜0.001).在C阶段和D阶段中,学生平均操作时间明显少于A阶段和B阶段(218.1±24.78)秒vs (310.9±53.63)秒,P＜0.001.学生操作得分及自信心评分随着操作次数的增加逐渐增加.学生在C阶段和D阶段操作得分及自信心评分均明显高于A阶段和B阶段(P＜0.001).结论 初学者经过4次练习即能够熟练掌握虚拟胸腔穿刺技术,它属于比较容易掌握的临床技能.
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