多学科整合式情景模拟教学法在超声影像教学中的应用  

Application Effect of Multidisciplinary Teaching Model Based on Scenario Simulation in Ultrasound Teaching

作　　者：唐益勇 王莉莉[2] 曲晓峰[3] 杨冰冰[1] 王超[1] 宣健媛[4] 武俊[1] TANG Yiyong;WANG Lili;QU Xiaofeng;YANG Bingbing;WANG Chao;XUAN Jianyuan;WU Jun(Department of Cardiovascular Ultrasound,the Second Affiliated Hospital of Dalian Medical University,Dalian Liaoning 116023,China;Department of Cardiology,the Second Affiliated Hospital of Dalian Medical University,Dalian Liaoning 116023,China;Department of Radiology,the Second Affiliated Hospital of Dalian Medical University,Dalian Liaoning 116023,China;Department of Ultrasound,the Second Affiliated Hospital of Dalian Medical University,Dalian Liaoning 116023,China)

机构地区：[1]大连医科大学附属第二医院心血管超声科,辽宁大连116023 [2]大连医科大学附属第二医院心内科,辽宁大连116023 [3]大连医科大学附属第二医院放射科,辽宁大连116023 [4]大连医科大学附属第二医院超声科,辽宁大连116023

出　　处：《中国继续医学教育》2024年第18期91-95,共5页China Continuing Medical Education

基　　金：2021年度辽宁省普通高等教育本科教学改革研究项目(539);2021年度大连医科大学教学改革研究项目(DYLX21017)。

摘　　要：目的探讨多学科整合式情景模拟教学模式在超声影像教学中的应用效果。方法选取2022年3月—2023年3月在大连医科大学附属第二医院心血管超声科规范化培训的40名住培医师为研究对象,根据不同的培训时间分为对照组与试验组,对照组和对照组各20名住培医师。对照组采用传统教学法培训,试验组采用多学科整合式情景模拟教学进行教学培训,比较2组超声基础理论成绩、超声临床思维成绩以及教学满意度问卷调查结果。结果试验组住培医师超声基础理论与超声临床思维成绩分别为(90.40±3.40)分、(89.85±5.40)分,对照组分别为(79.60±4.57)分、(77.60±3.50)分,2组差异有统计学意义(P<0.05);问卷调查结果显示,试验组理论知识掌握、医患沟通与病史采集、临床思维能力锻炼、激发学习兴趣、自信心提升得分均高于对照组(P<0.05),差异有统计学意义。结论与传统的超声教学模式相比,多学科整合式情景模拟教学模式能显著提高住培医师的超声基础理论和临床思维能力成绩,提升住培医师对教学的满意度,有利于促进住院医师整体化临床思维的建立。Objective To explore the application effect of multidisciplinary teaching model based on scenario simulation in ultrasound teaching.Methods A total of 40 residents who received standardized training in the department of cardiovascular ultrasound in the Second Affiliated Hospital of Dalian Medical University from March 2022 to March 2023 were divided into control group and experimental group,with 20 residents in each group.The control group was taught with the traditional lecture-based learning teaching mode,while the experimental group was taught with the multidisciplinary teaching model based on scenario simulation.The scores of the two groups of residents in the assessment of basic ultrasonic theoretical knowledge and ultrasonic clinical thinking after teaching were compared,and their satisfaction with the teaching effect was evaluated by questionnaire.Results The scores of basic theory and clinical thinking of ultrasound in the experimental group were(90.40±3.40)points and(89.85±5.40)points,respectively,while those in the control group were(79.60±4.57)points and(77.60±3.50)points.There was statistically difference in the scores between the two groups(P<0.05).The results of the questionnaire showed that the scores of theoretical knowledge,doctor-patient communication and medical history collection,clinical thinking ability exercise,interest stimulation and self-confidence improvement in the experimental group were significantly higher than those in the control group(P<0.05).Conclusion Compared with the traditional ultrasound teaching model,the multidisciplinary teaching model based on scenario simulation exhibits a significant enhancement in residents’scores pertaining to basic ultrasound theory and clinical thinking ability,thereby augmenting teaching satisfaction and fostering the establishment of integrated clinical thinking among residents.

关 键 词：情景模拟 住院医师规范化培训 教学模式 整合式教学 超声医学 临床思维 

分 类 号：G642[文化科学—高等教育学]