多模态技术在神经系统肿瘤临床教学中的应用  

Application of multimodal technology in clinical teaching of nervous system tumors

作　　者：史记[1,2] 姚冰 许会哲[3] 王秋月 隋锐 张烨[1] 孙佩欣[1] 朴浩哲[1] SHI Ji;YAO Bing;XU Huizhe;WANG Qiuyue;SUI Rui;ZHANG Ye;SUN Peixin;PIAO Haozhe(Department of Neurosurgery,Liaoning Cancer Hospital&Institute/Cancer Hospital of Dalian University of Technology/Cancer Hospital of China Medical University,Shenyang,Liaoning 110042,China;Department of Neurosurgery,Beijing Tiantan Hospital,Capital Medical University,Beijing 100050,China;Department of Central Laboratory,Liaoning Cancer Hospital&Institute/Cancer Hospital of Dalian University of Technology/Cancer Hospital of China Medical University,Shenyang,Liaoning 110042,China)

机构地区：[1]辽宁省肿瘤医院/大连理工大学附属肿瘤医院/中国医科大学肿瘤医院神经外科,辽宁沈阳110042 [2]首都医科大学附属北京天坛医院神经外科,北京100050 [3]辽宁省肿瘤医院/大连理工大学附属肿瘤医院/中国医科大学肿瘤医院中心实验室,辽宁沈阳110042

出　　处：《中华神经外科疾病研究杂志》2025年第2期107-114,共8页Chinese Journal of Neurosurgical Disease Research

基　　金：国家自然科学基金(No.82173032);辽宁省科技计划联合计划(基金)项目(2023JH2/101700156);沈阳市科技计划(No.22-321-33-50);大连理工大学附属肿瘤医院医工交叉联合基金项目(LD202401)。

摘　　要：目的探讨多模态技术在神经系统肿瘤临床教学中的应用效果,研究更符合神经系统肿瘤临床特点的教学模式。方法本研究选取2020年1月1日至2023年12月1日期间,在辽宁省肿瘤医院/大连理工大学附属肿瘤医院/中国医科大学肿瘤医院神经外科轮转的50名住院医师为研究对象,随机分为传统教学组(C组)和多模态技术教学组(M组)。培训结束后,评价住培医师对教学满意度。通过专家调查法设计问卷,基于柯式模型,从反应层、学习层、行为层和结果层4个方面对住培医师的教学情况进行比较和评价。结果M组住培医师对教学模式的总体满意度显著高于C组,差异具有统计学意义(P<0.05)。在柯式模型的反应层中,M组住培医师在教学形式、教学内容、学习兴趣及总体评价等方面的评分均显著高于C组(P<0.05);在学习层面,M组住培医师的理论知识、手术操作和总成绩均明显优于C组(P<0.05);在行为层面,M组住培医师在手术技能、医患沟通、团队合作及自主学习能力方面的评分也高于C组(P<0.05);在成果层面,掌握神经系统解剖知识和多模态技术的住培医师比例,M组显著高于C组(90%vs 50%)。结论多模态技术的引入显著提高了神经外科教学质量及住院医师的满意度,促进了青年医师对复杂解剖结构的理解及手术技能的提升。多模态技术有望在未来的神经外科教学改革中得到广泛应用,为专业人才培养提供新的方法和思路。Objective To explore the effectiveness of multimodal technology in clinical education of neuro-oncology and find a teaching model better suited to the clinical characteristics of neuro-oncology.Methods This study involved 50 resident physicians who rotated through the Department of Neurosurgery at the Affiliated Tumor Hospital of Dalian University of Technology/Liaoning Cancer Hospital from January 1,2020 to December 1,2023.The residents were randomly divided into two groups:the traditional teaching group(Group C)and the multimodal technology teaching group(Group M).After the training,the residents’satisfaction with the teaching model was evaluated.A questionnaire was designed using the expert survey method and the Kirkpatrick model.Teaching performance was compared and evaluated across four levels:reaction,learning,behavior,and results.Results Residents in Group M had significantly higher overall satisfaction with the teaching model compared to Group C,with the difference being statistically significant(P<0.05).According to the Kirkpatrick model,at the reaction level,Group M residents rated higher in teaching format,content,learning interest,and overall evaluation(P<0.05).At the learning level,residents in Group M had significantly better theoretical knowledge,surgical skills,and total scores compared to Group C(P<0.05).At the behavior level,Group M residents scored higher in surgical skills,doctor-patient communication,teamwork,and self-directed learning(P<0.05).At the results level,a higher proportion of residents in Group M demonstrated mastery of neuroanatomy and multimodal technology compared to Group C(90%vs 50%).Conclusions The introduction of multimodal technology significantly improves the quality of neurosurgical education and resident satisfaction,enhancing young physicians’understanding of complex anatomical structures and their surgical skills.Multimodal technology shows promise for broader application in future neurosurgery education reforms,offering new methods and strategies for training spec

关 键 词：多模态技术 神经系统肿瘤 教学质量 教学满意度 

分 类 号：R743[医药卫生—神经病学与精神病学]