超声医学数字化教学平台在住院医师规范化培训中的应用
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摘要
目的探讨超声医学数字化教学平台在住院医师规范化培训中的应用价值,初步评价教学效果。方法采用简单随机分组的方法将2016年6～12月在陆军军医大学新桥医院超声科规范化培训住院医师28名分为实验组和对照组,每组14名。实验组采用基于超声医学数字化教学平台的案例教学法(CBL),对照组采用传统讲授教学法(LBL)。培训前及培训6个月后,通过理论考试和临床实践测试评估两组学习效果,通过问卷调查评估两组对课程感兴趣程度。利用SPSS 19.0软件对两组培训前后理论考试和临床实践测评成绩进行分析。结果培训后两组理论考试成绩和临床实践测评结果均较本组培训前提高,差异有统计学意义(P<0.05)。实验组培训后理论成绩和临床实践测评成绩高于对照组,差异有统计学意义(P<0.05或P<0.01)。实验组所有住院医师均认为学习兴趣和学习自主性得到极大提高,并且能及时获取最新前沿知识,希望继续这种学习方式;而对照组25%的住院医师认为LBL教学法可促进提高自主学习能力,并愿意继续接受这种培训模式。结论超声医学数字化教学平台有助于提高超声科住院医师规范化培训的教学质量,值得推广。
Objective To evaluate the applying value of ultrasound teaching platform in the standardized training of residents and the teaching effect preliminarily. Methods Twenty eight residents in Department of Ultrasonography,Xinqiao Hospital of Amy Military Medical University from June to December 2016 were divided into experimental group and control group by simple and randomized grouping method with 14 residents in each group. The experimental group was adopted the case-based learning(CBL) method via ultrasound teaching platform, while the control group was accepted the traditional lecture-based learning(LBL) method. The effect of learning was measured by theoretical examination and clinical practice test before and after 6 months′ training, and questionnaire survey was performed to evaluate the interest degree of the two groups. SPSS 19.0 software was used to analyze the results of theoretical and clinical practice test before and after training. Results After training, the theoretical examination results and the clinical practice performance both improved than those before training in the two groups, the differences were statistically significant(P < 0.05). Compared with the control group, the results of theoretical examination and the clinical practice performance in the experimental group were higher than those in the control group after training, the differences were statistically significant(P < 0.05 or P < 0.01). All the residents in the experimental group thought that the learning interest and learning autonomy improved greatly, and they were able to acquire the latest cutting-edge knowledge in a timely manner, hoping to continue to accept this method of learning. While 25% of the residents in the control group thought that LBL teaching could promote the autonomous learning and willing to continue to accept this training mode. Conclusion The ultrasound teaching platform is helpful for improving the teaching quality in the standardized training of residents and it is worth promoting.
Objective To evaluate the applying value of ultrasound teaching platform in the standardized training of residents and the teaching effect preliminarily. Methods Twenty eight residents in Department of Ultrasonography,Xinqiao Hospital of Amy Military Medical University from June to December 2016 were divided into experimental group and control group by simple and randomized grouping method with 14 residents in each group. The experimental group was adopted the case-based learning(CBL) method via ultrasound teaching platform, while the control group was accepted the traditional lecture-based learning(LBL) method. The effect of learning was measured by theoretical examination and clinical practice test before and after 6 months′ training, and questionnaire survey was performed to evaluate the interest degree of the two groups. SPSS 19.0 software was used to analyze the results of theoretical and clinical practice test before and after training. Results After training, the theoretical examination results and the clinical practice performance both improved than those before training in the two groups, the differences were statistically significant(P < 0.05). Compared with the control group, the results of theoretical examination and the clinical practice performance in the experimental group were higher than those in the control group after training, the differences were statistically significant(P < 0.05 or P < 0.01). All the residents in the experimental group thought that the learning interest and learning autonomy improved greatly, and they were able to acquire the latest cutting-edge knowledge in a timely manner, hoping to continue to accept this method of learning. While 25% of the residents in the control group thought that LBL teaching could promote the autonomous learning and willing to continue to accept this training mode. Conclusion The ultrasound teaching platform is helpful for improving the teaching quality in the standardized training of residents and it is worth promoting.
引文
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[12]姚永刚,杜静波,傅顺斌,等.基于PACS病例库的CBL教学法在住院医师规范化培训中的作用[J].中国病案,2015,16(2):82-84.
[13]冉青,甄艳华.CBL结合多媒体教学法在超声科临床教学中的应用研究[J].中国继续医学教育,2017,9(1):17-19.
[14]屈登雅.PBL结合CBL在超声医学进修学员教学中的应用探讨[J].卫生职业教育,2017,35(2):132-133.
[15]王立淑,何文.案例教学法在超声科住院医师规范化培训中的应用[J].继续医学教育,2016,30(4):11-12.
[16]喻荣彬,李茜,张怀平,等.医学教育数字化自主学习平台的构建与应用[J].中华医学教育杂志,2015,35(6):801-803.
[17]张军要,黄宝玲,尹丽.移动网络教学平台建设及其在生物化学教学中的应用[J].中国医学教育技术,2015,29(2):161-163.
[18]毛宇昂,黄超.信息化系统在医学教育中的探索及应用[J].卫生职业教育,2016,34(2):15-17.
[19]李婧宇,解丽梅,蔡爱露,等.利用PACS进行疑难病例讨论在超声科住院医师规范化培训中的经验总结[J].继续医学教育,2017,31(7):5-6.
[20]李奥,彭晓静,邓晶,等.多元化教学法在超声医学住院医师规范化培训中的应用[J].临床超声医学杂志,2017,19(11):785-786.
[2]Kessler C,Bhandarkar S.Ultrasound training for medical students and internal medicine residents--a needs assessment[J].J Clin Ultrasound,2010,38(8):401-408.
[3]Popowski T,Huchon C,Fathallah K,et al.Impact of accreditation training for residents on sonographic quality in gynecologic emergencies[J].J Ultras Med,2015,34(5):829-835.
[4]何颖,杨希,李泞珊,等.超声网络教学数据库构建研究及应用[J].临床超声医学杂志,2015,17(9):635-636.
[5]荣亚妮,何颖,杨希,等.多功能网络教学数据库构建现代超声医学中的价值[J].实用心脑肺血管病杂志,2016,21(1):29-30.
[6]刘悦,吴刚,周炜,等.医学超声技术发展及应用[J].中国热带医学,2005,5(4):855-857.
[7]郭美珍.浅谈医学超声技术在临床诊断中的应用[J].医药卫生:引文版,2015(12):15.
[8]陈皓.浅析我国医学超声诊断技术的临床应用趋势[J]中外医疗,2009,32(10):165.
[9]王燕,宋涛,姚兰辉.提高超声医学教学质量改革的探索与实践[J].新疆医学,2014,44(12):96-98.
[10]严艺,李玺.三级医院住院医师规范化培训中存在的问题及对策[J].中国继续医学教育,2014,6(1):104-106.
[11]解丽梅,李婧宇,任卫东.超声医学科住院医师规范化培训探索研究[J].中国继续医学教育,2017,9(13):2-4.
[12]姚永刚,杜静波,傅顺斌,等.基于PACS病例库的CBL教学法在住院医师规范化培训中的作用[J].中国病案,2015,16(2):82-84.
[13]冉青,甄艳华.CBL结合多媒体教学法在超声科临床教学中的应用研究[J].中国继续医学教育,2017,9(1):17-19.
[14]屈登雅.PBL结合CBL在超声医学进修学员教学中的应用探讨[J].卫生职业教育,2017,35(2):132-133.
[15]王立淑,何文.案例教学法在超声科住院医师规范化培训中的应用[J].继续医学教育,2016,30(4):11-12.
[16]喻荣彬,李茜,张怀平,等.医学教育数字化自主学习平台的构建与应用[J].中华医学教育杂志,2015,35(6):801-803.
[17]张军要,黄宝玲,尹丽.移动网络教学平台建设及其在生物化学教学中的应用[J].中国医学教育技术,2015,29(2):161-163.
[18]毛宇昂,黄超.信息化系统在医学教育中的探索及应用[J].卫生职业教育,2016,34(2):15-17.
[19]李婧宇,解丽梅,蔡爱露,等.利用PACS进行疑难病例讨论在超声科住院医师规范化培训中的经验总结[J].继续医学教育,2017,31(7):5-6.
[20]李奥,彭晓静,邓晶,等.多元化教学法在超声医学住院医师规范化培训中的应用[J].临床超声医学杂志,2017,19(11):785-786.