中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (8): 629-632.DOI: 10.3760/cma.j.cn115259-20221017-01307

• 住院医师规范化培训 • 上一篇    下一篇

基于分层递进的线上线下教学在放射科住院医师规范化培训中的探索

弓婷婷, 刘建华, 李昕, 刘纯岩, 陈野, 胡海霞, 贾胜男   

  1. 吉林大学第二医院医学影像科,长春 130041
  • 收稿日期:2022-10-17 出版日期:2023-08-01 发布日期:2023-07-31
  • 通讯作者: 贾胜男, Email: jiashengnan714@jlu.edu.cn
  • 基金资助:
    2020年吉林省卫生专项项目(2020SCZT088);2022年吉林省高教科研项目(JGJX2022D10)

Exploration of online and offline teaching based on hierarchical progression in standardized training of radiology resident physicians

Gong Tingting, Liu Jianhua, Li Xin, Liu Chunyan, Chen Ye, Hu Haixia, Jia Shengnan   

  1. Radiology Department, the Second Hospital of Jilin University, Changchun 130041, China
  • Received:2022-10-17 Online:2023-08-01 Published:2023-07-31
  • Contact: Jia Shengnan, Email: jiashengnan714@jlu.edu.cn
  • Supported by:
    2020 Jilin Province Health Special Project(2020SCZT088); 2022 Higher Education Department of Jilin Province (JGJX2022D10)

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摘要： 目的 探讨基于分层递进的线上线下教学在放射科住院医师规范化培训(简称住培)中的教学效果。方法 采用试验对照方法。选取2020年1月至2021年12月在吉林大学第二医院放射科进行规范化培训的336名住院医师为研究对象,2021年152名住院医师为试验组,2020年184名住院医师为对照组,各自分为放射专业组和非放射专业组。试验组住院医师采取分层递进的线上线下教学方式,对照组住院医师采取传统教学方式,通过住院医师出科考核成绩评价培训效果,组间比较采用t检验和χ2检验。结果 在出科考核中,试验组中放射专业住院医师的理论和临床阅片能力考核成绩均高于对照组[(91.33±3.48)分比86.27±6.08)分,(96.75±3.21)分比(85.59±11.45)分],差异均具有统计学意义(均P<0.001);试验组中非放射专业住院医师的理论和临床阅片能力考核成绩均高于对照组[(86.87±7.99)分比(67.21±17.47)分,(87.79±8.12)分比(76.56±16.16)分],差异均具有统计学意义(均P<0.001)。结论 在放射科住院医师规范化培训中,采用分层递进的线上线下教学方式有助于提高住院医师的理论水平及临床阅片能力,进而提高培训效率。

关键词: 教学, 放射科, 分层递进, 住院医师规范化培训, 互联网资源

Abstract: Objective To explore the teaching effect of hierarchical progressive online and offline teaching in the standardized training of radiology residents. Method A trial control method was used. A total of 336 residents who received standardized residency training in the Department of Radiology of the Second Hospital of Jilin University from January 2020 to December 2021 participate in the study, among whom 152 residents in 2021 were selected as the experimental group, and 184 residents in 2020 were selected as the control group. They were divided into the professional (radiology) cohort and the non-professional cohort respectively. The residents in the experimental group took the hierarchical progressive online and offline teaching method, and the residents in the control group took the traditional teaching method. The training effect was evaluated by the scores of the residents' practice competence, and the t-test and χ2 test were used for comparison between the groups. Results In practice competence, for resident physicians in the professional cohort, the theoretical and clinical film reading ability assessment scores in the experimental group were higher than those in the control group [(91.33 ± 3.48) points vs. (86.27 ± 6.08) points, (96.75 ± 3.21) points vs. (85.59 ± 11.45) points] (all P<0.001); for the non-professional cohort, the theoretical and clinical film reading ability assessment scores in the experimental group were higher than those in the control group [(86.87 ± 7.99) points vs. (67.21 ± 17.47) points, (87.79 ± 8.12) points vs. (76.56 ± 16.16) points](all P<0.001). Conclusions In the standardized training of radiology residents, adopting a hierarchical and progressive online and offline teaching method can help improve the theoretical level and clinical film reading ability of resident physicians, thereby improving teaching efficiency.

Key words: Teaching, Radiology department, Hierarchical and progressive, Standardized residency training, Internet resources

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