比较肩关节镜手术技能教学中同伴协作学习与个体学习两种教学方法的效果差异。

2021年6月至2023年3月，30名从未有肩关节镜手术及相关培训经验的住院医师被随机分为两组，利用高仿真肩关节镜模拟器进行肩关节镜手术技能的学习。模拟器采取预约的方式提供教学。实验组为同伴协作学习，即3人成组预约并按照小组合作的模式展开学习；对照组为个人学习，即住院医师以个人为单位独立使用模拟器学习。所有学习者均可多次、反复练习，直至学习者自我评价认为已掌握了模拟器所提供的技能教学内容，接受考核。所有学习数据和考核数据均由模拟器记录。

实验组人均模拟器使用时间显著少于对照组。两组相比，实验组考核总分、操作用时、镜头路径长度和抓钳路径长度方面表现优于对照组，差异具有统计学意义。但是，肱骨头软骨或关节盂软骨的划伤上没有显著差别。

同伴协作学习能够显著提升利用高仿真模拟器进行肩关节镜手术技能教学的效率，且学习效果更好，值得参考和推广。

Arthroscopic surgery is an indispensable treatment modality for joint motion injuries and intra-articular diseases. Learning arthroscopic techniques has gradually become necessary for young orthopedic surgeons and is an essential part of their competency in the field. In recent years, high-fidelity shoulder arthroscopy simulators have been increasingly utilized for training in shoulder arthroscopic surgery techniques. These simulators provide learners with a virtual simulation and force feedback technology to facilitate repeated practice in a learning environment. However, it remains unclear which learning methods and strategies yield better results when using high-fidelity simulators for learning shoulder arthroscopic surgery techniques.

To compare the difference in teaching effect between peer collaborative learning and individual learning in the training of shoulder arthroscopy skills.

From June 2021 to March 2023, 30 orthopedic residents without experience in shoulder arthroscopy and related training were randomly divided into two groups. They learned shoulder arthroscopy skills using a high-fidelity virtual reality shoulder arthroscopy simulator. The simulator provided teaching through appointment. The experimental group received collaborative learning, in which three people formed a group to learn cooperatively according to the group model. The control group received individual education, in which residents learned independently using the simulator. All learners could practice until they were satisfied and passed the assessment. The simulator recorded all learning and assessment data.

The usage time of the simulator per person in the experimental group was significantly less than that in the control group. Compared with the control group, the experimental group performed better in total score, operation time, camera path length, and forceps path length, with significant statistical differences. However, there was no significant difference in scratches on the humeral or glenoid cartilage.

Collaborative learning can significantly improve the efficiency and learning effect of using a high-fidelity simulator to teach shoulder arthroscopy skills and is worth referring to and promoting.