目的 探讨全自动血细胞形态识别系统在医学检验技术专业血细胞形态实习教学中的应用效果。方法 采用试验对照方法,2022年11月至2023年10月,选取在中国人民解放军总医院第三医学中心检验科实习的3所医学院校2019级和2020级医学检验技术专业的63名学生为研究对象,将其随机分为试验组和对照组,试验组31名学生、对照组32名学生。试验组学生采用全自动血细胞形态识别系统辅助教学,对照组学生采用传统的显微镜辅助教学方法。教学结束后,对两组学生进行血细胞形态识别考核和教学方法满意度调查,采用t检验和χ2检验对相关数据进行统计分析。结果 试验组学生血细胞形态识别考核成绩(78.87±6.55)分,高于对照组学生的(73.06±7.94)分;试验组学生对教学方式创新性、教学资源丰富性、教学方式兴趣性、教学过程互动性、课后复习便利性、基础知识强化性的评分分别为(4.10±0.65)分、(4.10±0.70)分、(3.32±0.65)分、(3.87±0.72) 分、(4.06±0.68) 分、(3.94±0.57)分,高于对照组学生的(2.91±0.69)分、(3.16±0.63)分 、(2.75±0.80)分、(3.03±0.60)分、(2.84±0.63)分、(3.06±0.67)分,其差异均具有统计学意义(均P＜0.05)。结论 全自动血细胞形态识别系统在医学检验技术专业学生实习教学中的应用,有助于提高血细胞形态教学质量,提高学生对教学的满意度。
Objective To evaluate the application effect of an automatic blood cell morphology recognition system in the internship teaching of blood cell morphology for undergraduate students majoring in medical laboratory technology. Methods From November 2022 to October 2023, a controlled trial was conducted with 63 students from three medical colleges, who were interning in the Department of Clinical Laboratory, The Third Medical Center of Chinese PLA General Hospital. Students were randomly divided into experimental group (n=31) and control group (n=32). The experimental group received instruction with the aid of an automatic blood cell morphology recognition system, while the control group used traditional microscope-assisted teaching methods. Upon completion of the teaching sessions, both groups underwent blood cell morphology recognition tests and teaching method satisfaction surveys. Relevant data were statistically analyzed using t-tests and χ2 tests. Results The experimental group scored significantly higher (78.87±6.55) compared to the control group (73.06±7.94) in blood cell morphology recognition tests. Additionally, the experimental group rated the innovativeness of the teaching method, richness of teaching resources, interest in the teaching method, interaction during teaching, convenience of post-class review, and reinforcement of basic knowledge higher with scores of (4.10±0.65), (4.10±0.70), (3.32±0.65), (3.87±0.72), (4.06±0.68), and (3.94±0.57) respectively, compared to the control group's scores of (2.91±0.69), (3.16±0.63), (2.75±0.80), (3.03±0.60), (2.84±0.63), and (3.06±0.67).There were statistical differences (all P<0.05). Conclusions Implementing an automatic blood cell morphology recognition system in the internship teaching for undergraduate students in medical laboratory technology significantly enhances the quality of blood cell morphology education and increases students' satisfaction.
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