A model of tympanic membrane puncture and its application in otolaryngology teaching practice

Duan Xiangqiang; He Jianqiao; Zhu Minhui; Gao Yingna; Li Meng; Zheng Hongliang; Zhou Yide

doi:10.3969/j.issn.2096-4293.2024.05.009

Abstract：Objective To design a model for tympanic membrane puncture and utilize it for educational purposes,while investigating its effectiveness in training for tympanic membrane puncture.Methods Simple devices were utilized to create a model specifically designed for tympanic membrane puncture.The model was then incorporated into a training program conducted with 37 non-military students from the 2019 class of the 8-year program at Naval Medical University.The students were randomly assigned to an experimental teaching group(n=18)and a regular teaching group(n=19).The two groups simultaneously received conventional theoretical instruction followed by clinical practice.Subsequently,the experimental teaching group received 4 sessions of practical exercise using the tympanic membrane puncture model,meanwhile,the regular teaching group received 4 sessions of tympanic membrane puncture teaching video.Following the completion of the training program,both groups were evaluated on their comprehensive abilities and surgical skills.Results The evaluation of teaching effectiveness revealed that the experimental teaching group exhibited significantly higher scores compared with the conventional teaching group in terms of self-assessment of comprehensive ability[(88.22±3.04)points vs(77.95±2.87)points,P<0.01].This difference was primarily observed in professional interest and practical operation ability.Additionally,the assessment of surgical skills demonstrated that the experimental teaching group achieved significantly higher scores than the regular teaching group[(73.72±3.30)points vs(65.68±2.95)points,P<0.01],particularly in terms of familiarity with anatomical structures and proficiency in operation.Conclusion The novel model of tympanic membrane puncture is characterized by a simple design and its implementation in clinical teaching can effectively enhance the success rate of the procedure,decrease the occurrence of adverse events,and improve teaching effectiveness.