先实践后理论的有序超声见习模式的探索  

Exploration on an orderly clinical practical teaching pattern of ultrasonography

作　　者：何雨[1] 焦丹[1] 鲁杨[1] 倪璐佳[1] 姜微[1] 王辉[1] He Yu;Jiao Dan;Lu Yang;Ni Liyia;Jiang Wei;Wang Hui(Department of Ultrasonogrophy,China-japan Union Hospital of Jilin University,Changchun 130033,China)

机构地区：[1]吉林大学中日联谊医院超声科,长春130033

出　　处：《中华医学教育探索杂志》2021年第7期815-818,共4页Chinese Journal of Medical Education Research

基　　金：吉林省高等教育学会高教科研课题(JGJX2017C3);吉林大学本科教学改革研究项目(2017XYB076)。

摘　　要：目的探索高效的超声实践教学模式。方法选取2019年春开始超声专业学习的41名临床医学专业五年制学生为研究对象,统一理论授课后,将学生随机分成两组进行为期一天的课间见习。见习内容包括理论讲授和上机实践两大模块,分上、下午进行,但每组模块顺序相反。两组学生均分别在见习前、中和后进行三次测试,包括理论、实践和二者结合能力的测试。结果见习结束后,两组学生的理论和实践能力均明显提高(P<0.05),其中先上机实践后理论讲授组学生的理论实践结合能力更强(P<0.05)。结论超声见习中,理论和实践内容同样重要;先实践后理论的有序见习模式的教学效果更佳。Objective To explore an efficient method of practical teaching for ultrasonography. Methods There were 41 five-year clinical medical students intending to learn ultrasonography in the spring semester of 2019. After completing common theory courses, they were divided into two groups randomly for practice courses, which consisted of two modules: Lecture and Hands-on. Lecture included case-based learning while Hands-on included pictures reading. Each group followed different sequence of modules. There were assessments of ultrasound theory, practice or the combination of both before, during and after practice courses. Results The theory and practice ability of each group improved significantly after practice courses (P < 0.05). Moreover, the group whose Hands-on module preceded Lecture module got the higher scores in the evaluation of the combined ability of theory and practice (P < 0.05). Conclusion The theory was as important as the practice during the clerkship of ultrasonography. The clinical practical teaching pattern that Hands-on precedes Lecture has achieved better teaching effects.

关 键 词：超声 实践 理论 模式 

分 类 号：R445.1[医药卫生—影像医学与核医学]