1 惠州市第二妇幼保健院儿童保健中心，广东 惠州 516001
目的：探讨基于互联网技术的医教结合治疗患儿注意力缺陷多动症(attention deficit hyperactivity disorder，ADHD)的效果。方法：选取2017年5月至2018年4月在惠州市第二妇幼保健院接受治疗的100例ADHD患儿为研究对象，并根据入院时间顺序进行分组，其中2017年5至10月收治的50例患儿设为对照组，给予常规门诊治疗；2017年11月至2018年4月收治的50例患儿设为观察组，在常规治疗的基础上给予基于互联网技术的医教结合模式进行治疗。采用中文版SNAP-IV量表和视听整合的持续性操作测试(IVA-CPT)评价两组干预前后临床症状变化及家长对治疗的满意度。结果：两组干预前SNAP-IV总分及各维度评分差异无统计学意义(P>0.05)；干预后，观察组SNAP-IV总分及各维度评分均低于对照组，差异具有统计学意义(P<0.05)；干预前两组IVA-CPT各维度商数评分差异均无统计学意义，干预后两组IVA-CPT各维度商数评分均显著低于干预前(P<0.05)，干预后观察组IVA-CPT各维度商数评分均低于对照组同期，差异具有统计学意义(P<0.05)；观察组家长对治疗满意度情况明显高于对照组(P<0.05)。结论：基于互联网技术的医教结合在ADHD患儿的治疗中应用效果较好，具有良好的临床应用价值。关键词： 注意力缺陷多动症；医教结合；互联网
Effects of Internet-based medical education combination on the attention deficit hyperactivity disorder
CorrespondingAuthor:LI Xueli Email: firstname.lastname@example.org
Foundation: This work was supported by Guangdong Provincial Health Research Fund-funded Project, China (B2018129).
Objective: To explore the effect of the combination of medical education based on Internet technology in children with attention deficit hyperactivity disorder (ADHD). Methods: A hundred of children with ADHD who were treated in our hospital from May 2017 to April 2018 were selected as the subjects. According to the time sequence of admission, 50 children who were admitted from May to October 2017 were divided into the control group and given routine outpatient treatment; 50 children who were admitted from November 2017 to April 2018 were divided into the observation group, on the basis of routine treatment, they were treated with the combination of medicine and education based on Internet technology. The Chinese version of SNAP-IV and IVA-CPT were used to evaluate the changes of clinical symptoms and parents’ satisfaction with treatment before and after intervention. Results: There was no significant difference in the total score of SNAP-IV and the scores of all dimensions between the two groups before intervention (P>0.05). After the intervention, the total score of SNAP-IV and the scores of each dimension in the observation group were lower than those in the control group, the difference was statistically significant (P<0.05). The scores of each dimension quotient of IVA-CPT in the two groups before and after the intervention were not significantly different; the scores of each dimension quotient of IVA-CPT in the two groups after the intervention were significantly lower than those before the intervention (P<0.05). The scores of IVA-CPT quotients in the observation group were lower than those in the control group (P<0.05), and the parents’ satisfaction with treatment in the observation group was significantly higher than that in the control group (P<0.05). Conclusion: The combination of medicine and education based on Internet technology has a good effect in the treatment of ADHD children, and has a good clinical value.Keywords： attention deficit hyperactivity disorder; combination of medicine and education; Internet