PurposeWe address the impact of applying loop electrosurgical excision procedure (LEEP) under direct colposcopic vision teaching to our undergraduates using a self-developed simulation model and a standardized assessment to evaluate the progress of learning.MethodsThe undergraduate teaching module was composed of a theoretical course on cervical dysplasia, colposcopy, electrosurgery and excisional procedures of the uterine cervix. This was followed by hands-on practical rounds. During the hands-on practice the students performed five “type 1” LEEP under direct colposcopic vision on the self-developed simulator. Based on specimen fragmentation and excision accuracy a score system was established. The students were asked to answer a course evaluation questionnaire.ResultsThe accuracy of the excisions showed a statistically significant improvement during the five training procedures (excision depth 7.34 ± 1.60–8.54 ± 1.67 mm, p = 0.0041; deviation from target cone thickness 0.88 ± 1.16–0.13 ± 0.94 mm, p = 0.0116). The fragmentation of the conus decreased (2.57 ± 1.26–1.29 ± 0.60 pieces, p < 0.0001). All this led to a general improvement of the LEEP score (2.59 ± 1.93–0.84 ± 1.03, p = 0.001). The student’s questionnaire revealed a subjective satisfaction and improvement of their knowledge in pathomechanism, diagnosis and therapy of cervical pathologies.ConclusionUndergraduate surgical training, in cervical excisional procedure, is a successful method in improving the students’ perception and management of cervical pathologies.

中文翻译：

---

本科医学生子宫颈转化区1型环切除学习模型的引入：一项前瞻性队列研究

目的我们使用自主开发的模拟模型和标准化的评估来评估学习进度，解决在直接阴道镜视觉教学下应用环形电外科切除手术（LEEP）对本科生的影响。方法本科教学模块由理论课程组成宫颈发育不良、阴道镜检查、电外科和子宫颈切除术。随后是动手实践回合。在动手练习中，学生们在自行开发的模拟器上在阴道镜直视下进行了 5 次“1 型”LEEP。基于标本碎片和切除准确性建立了评分系统。要求学生回答课程评估问卷。结果切除的准确性在五个训练程序中显示出统计学上的显着改善（切除深度 7.34 ± 1.60–8.54 ± 1.67 mm，p = 0.0041；与目标锥体厚度的偏差 0.88 ± 1.16–0.13 ± 0.94 mm，p = 0.0116）。圆锥的碎片减少 (2.57 ± 1.26–1.29 ± 0.60 件, p < 0.0001)。所有这些都导致了 LEEP 分数的普遍改善（2.59 ± 1.93–0.84 ± 1.03，p = 0.001）。学生的问卷调查显示了学生对颈椎病病理机制、诊断和治疗知识的主观满意度和提高。结论本科外科培训在宫颈切除术中是提高学生对颈椎病的认知和管理的成功方法。p = 0.0041；与目标锥体厚度的偏差 0.88 ± 1.16–0.13 ± 0.94 mm，p = 0.0116）。圆锥的碎片减少 (2.57 ± 1.26–1.29 ± 0.60 件, p < 0.0001)。所有这些都导致了 LEEP 分数的普遍改善（2.59 ± 1.93–0.84 ± 1.03，p = 0.001）。学生的问卷调查显示了学生对颈椎病病理机制、诊断和治疗知识的主观满意度和提高。结论本科外科培训在宫颈切除术中是提高学生对颈椎病的认知和管理的成功方法。p = 0.0041；与目标锥体厚度的偏差 0.88 ± 1.16–0.13 ± 0.94 mm，p = 0.0116）。圆锥的碎片减少 (2.57 ± 1.26–1.29 ± 0.60 件, p < 0.0001)。所有这些都导致了 LEEP 分数的普遍改善（2.59 ± 1.93–0.84 ± 1.03，p = 0.001）。学生的问卷调查显示了学生对颈椎病病理机制、诊断和治疗知识的主观满意度和提高。结论本科外科培训在宫颈切除术中是提高学生对颈椎病的认知和管理的成功方法。93–0.84 ± 1.03，p = 0.001）。学生的问卷调查显示了学生对颈椎病病理机制、诊断和治疗知识的主观满意度和提高。结论本科外科培训在宫颈切除术中是提高学生对颈椎病的认知和管理的成功方法。93–0.84 ± 1.03，p = 0.001）。学生的问卷调查显示了学生对宫颈病理的病理机制、诊断和治疗知识的主观满意度和提高。结论本科在宫颈切除手术中的外科培训是提高学生对宫颈病理的认知和管理的成功方法。