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目的:了解医学生实验室安全知识掌握现状,探讨提高医学生实验室安全知识水平的有效途径。方法:用随机整群抽样法抽取293名医学生,随机分为实验组和对照组,基线调查(第一次调查)后实验组学生自学实验室安全知识手册,并在上实验课的时间对其讲解实验室安全知识,对照组则不进行任何干预,而后对两组学生进行第二次实验室安全知识测试。结果:问卷一对照组和实验组在各分数段的成绩均无差异(P>0.05);问卷二实验组在<40和40-分数段的人数为0,明显少于对照组(P<0.05),而80-分数段的人数为84人,明显多于对照组(P<0.05)。对照组两次问卷调查各成绩段的人数无差异(均有P>0.05);实验组问卷二在<40和40-分数段的人数明显少于问卷一(P<0.05),而80-分数段的人数则明显多于问卷一(P<0.05)。结论:医学院校开展实验室安全知识教育非常必要,教育可以提高医学生的实验室安全知识掌握程度。
Objective: To understand the status quo of laboratory safety knowledge for medical students and to explore effective ways to improve the safety knowledge level for laboratory students. Methods: A total of 293 medical students were randomly divided into experimental group and control group. After baseline survey (the first survey), the experimental group students self-learning laboratory safety knowledge manual, and in the experimental class time Explain the laboratory safety knowledge, the control group did not make any intervention, then two groups of students for the second laboratory safety knowledge test. Results: There was no significant difference in scores between the control group and the experimental group in each score (P> 0.05). In the questionnaire two experimental group, the number of people in the <40 and 40-scores was 0, which was significantly lower than that of the control group ), While the number of people in the 80-score range was 84, significantly higher than that of the control group (P <0.05). There were no significant differences in the scores of each grade in the two questionnaires between the two groups (P> 0.05). In the questionnaire two, the number of people in the <40 and 40-scores was significantly less than that in the first one (P <0.05) The number of segments was significantly more than the questionnaire one (P <0.05). Conclusion: It is very necessary to carry out the education of laboratory safety knowledge in medical colleges and universities. Education can improve the mastery of laboratory safety knowledge of medical students.