目的 探索临时导师制在非超声医学科住院医师短期轮转超声医学科中的教学应用效果。方法 选取2021年2月至2022年3月轮转至陆军军医大学第二附属医院超声医学科的67名非超声医学科培训学员为研究对象,将2021年9月至2022年3月轮转的33名学员设为试验组,应用临时导师制度开展培训;将2021年2至8月轮转的34名学员设为对照组,采用传统教学方式。轮转结束后对两组学员进行出科理论考核、实践技能考核以及360度评估。采用独立样本t检验对组间评分差异进行统计分析。结果 轮转结束后试验组学员的理论成绩与技能操作、阅片诊断考核成绩分别为(84.48±8.50)分、(79.42±4.91)分、(85.20±6.08)分,高于对照组的(77.02±9.53)分、(75.20±5.72)分、(72.39±7.08)分;试验组学员对指导医师的教学热情和教学时间投入的评分分别为(4.20±0.72)分、(4.55±0.56)分,高于对照组的(3.09±0.76)分、(3.18±0.63)分;指导医师对试验组学员医学知识、基于体系的工作能力、基于实践的学习和提高评分分别为(4.38±0.55)分、(4.21±0.76)分、(3.70±0.62)分,高于对照组的(3.24±0.93)分、(3.21±0.81)分、(3.21±1.16)分:以上组间评分差异均具有统计学意义(均P＜0.05)。结论 短期轮转期间应用临时导师制,有助于非超声医学科住培学员超声医学知识的掌握,可以促进学员超声诊断思维和临床技能的提高,提升教学效果。
Objective To explore the effect of temporary tutorial system in the teaching of ultrasound medicine for non-ultrasound residents on short-term rotation. Methods Sixty-seven non-ultrasound residents rotating to Department of Ultrasound Medicine, Second Affiliated Hospital of the Army Military Medical University from February 2021 to March 2022 were selected, the 33 residents who rotated from September 2021 to March 2022 were set as the test group, the 34 residents who rotated from February 2021 to August 2021 were set as the control group. The research group was taught by temporary instructors on this basis. The control group was taught by traditional training. Both groups underwent theoretical and practical skills assessment and 360° evaluation at the end of the rotation. Statistical analysis of score difference between groups by t-test. Results After training, the theoretical scores, skill operation scores and film reading diagnosis scores of the students in the test group were (84.48±8.50), (79.42±4.91) and (85.20±6.08) respectively, which were higher than those in the control group (77.02±9.53), (75.20±5.72) and (72.39±7.08), all P<0.05.The results of the 360° evaluation showed that the faculty leading the test group were higher than the control group in terms of teaching enthusiasm [(4.20±0.72) vs. (3.09±0.76)] and teaching time investment [(4.55±0.56) vs. (3.18±0.63)], all P<0.05; The residents in the test group had higher medical knowledge, system-based working ability, and practice-based learning and improvement than the control group[(4.38±0.55) vs. (3.24±0.93), (4.21±0.76) vs.(3.21±0.81), (3.70±0.62) vs.(3.21±1.16)], all P<0.05. Conclusions The application of temporary mentorship during short-term rotations for residents in non-ultrasound specialties helps to acquire needed expertise in ultrasound more quickly and improves the understanding of ultrasound diagnostic thinking and clinical skills and enhances the teaching effect.
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