临床医学八年制医学生诊断学-超声整合课程的超声可视化教学探索

赵瑞娜; 王铭; 王欣; 李建初; 范洪伟; 黄晓明; 李文波; 苏娜; 王亚红; 朱沈玲; 张晓燕; 王莹; 高璐滢; 王若蛟; 杨萌

doi:10.12290/xhyxzz.2022-0185

临床医学八年制医学生诊断学-超声整合课程的超声可视化教学探索

Application of Ultrasonography Visualization Teachingin the Integration Course of Diagnostics and Ultrasonic Medicine for Eight-year Clinical Medicine Program Students

摘要

摘要:
目的对超声可视化教学在临床医学八年制医学生诊断学-超声整合课程中的应用效果进行评估，以期为优化教学方案提供参考。
方法以电子问卷的形式对参加颈部及腹部超声可视化教学的北京协和医学院临床医学八年制医学生展开调查。通过自身对照的方式比较教学前后医学生对相关知识点掌握的正确率，以评估教学效果。同时收集医学生对课程的满意度及教学反馈。
结果参与调查的临床医学八年制医学生共124人。其中北京协和医学院2017级临床医学八年制博士生107人，2019级“4+4”试点班博士生17人。同一名医学生颈部超声课程前后均填写的有效问卷116份(有效回收率为93.5%，116/124)，腹部超声课程有效问卷101份(有效回收率为94.4%, 101/107)。颈部超声课程教学后，2017级博士生中，68.8%(11/16)知识点掌握的正确率得到明显提高；2019级博士生中，66.7%(10/15)知识点掌握的正确率得到明显提高(P均＜0.05)。腹部超声课程教学后，2017级博士生和2019级博士生中，均有80%(4/5)知识点掌握的正确率得到明显提高(P均＜0.05)。课程满意度调查显示，99.1%(115/116)的医学生对颈部超声课程“非常满意”或“满意”，仅0.9%(1/116)对该课程“基本满意”；99.0%(100/101)的医学生对腹部超声课程“非常满意”或“满意”，仅1.0%(1/101)对该课程“基本满意”。21名医学生反馈了教学评价，认为超声可视化教学提高了学习主观能动性(52%，11/21)及学习效率(43%，9/21)，激发了学习兴趣(5%，1/21)；27名医学生对该教学模式提出了建议，其中以“增加课时”的占比最高(56%，15/27)，其次为“推荐学习资料”(26%，7/27)。
结论超声可视化教学可提高临床医学八年制医学生学习主动性及学习效率，激发学习兴趣，促进其对相关知识点的掌握。

Abstract:
Objective To evaluate the effect of ultrasonography visualization teaching in the integration course of diagnostics and ultrasonic medicine for eight-year clinical medicine program students and to provide reference for further optimization of the teaching program.
Methods The study conducted a questionnaire survey with electronic questionnaire in the eight-year clinical medicine program students from Peking Union Medical College who participated in ultrasonography visualization teaching of neck and abdomen. We adopted self-control study(data from the questionnaires completed by the same student before and after the course) to compare the accuracy of each knowledge point before and after teaching to evaluate the teaching effect, and collected course satisfaction ratings and feedback from the students.
Results A total of 124 eight-year medical students participated in the survey, with 107 cases eight-year clinical medicine program students in grade 2017, and 17 cases "4+4" pilot class students in grade 2019 from Peking Union Medical College. Altogether 116 valid questionnaires (the response rate was 93.5%, 116/124) were collected for neck ultrasound courses and 101 valid questionnaires (the response rate was 94.4%, 101/107) for abdominal ultrasound courses. After the teaching of neck ultrasound course, the correctness of 68.8%(11/16) and 66.7%(10/15) of the knowledge points was significantly improved for the grade of 2017 and 2019 medicine students, respectively (all P < 0.05); after the teaching of abdominal ultrasound course, the correctness of 80%(4/5) of the knowledge points was significantly improved for both the grade of 2017 and 2019 medicine students (all P < 0.05). Course satisfaction surveys showed that 99.1%(115/116)of the students were very satisfied or satisfied with the cervical ultrasound course, and 0.9%(1/116) were somewhat satisfied. As for the abdominal ultrasound course, 99.0% (100/101) of the students were very satisfied or satisfied and 1.0%(1/101) were somewhat satisfied. Twenty one medical students gave feedback on the evaluation of the course, believing that ultrasound visualization teaching improved learning initiative (52%, 11/21) and learning efficiency (43%, 9/21) and stimulated learning interest (5%, 1/21); 27 medical students made suggestions on the teaching mode, among which "increasing teaching hours" accounted for the highest proportion (56%, 15/27), followed by "recommending reference books" (26%, 7/27).
Conclusion The ultrasonography visualization teaching improves the learning initiative and efficiency of eight-year clinical medicine program undergraduates, stimulates the learning interest, and promotes their mastery of relevant knowledge.

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