目的 探讨结构化报告(structured reported,SR)在医学影像学专业本科生实习教学中的应用效果。 方法 采用试验对照方法。采用随机数字表法,将2023年7月至2024年1月在空军军医大学西京医院放射科实习的医学影像学专业64名本科生分为试验组和对照组,每组32名学生。试验组采用SR模板教学,对照组采用传统的自由文本式报告(free-text reported,FTR)模板教学。采用客观考核和调查问卷的形式评价教学效果。统计学分析采用t检验、Mann-Whitney U检验等方法。结果 实习后试验组学生实践阅片技能和总成绩高于对照组[(87.75±3.35)分比(84.38±4.24)分,(88.55±2.54)分比(86.31±2.45)分,均P<0.05],而两组的理论知识成绩[(89.34±2.85)分比(88.25±3.07)分]差异无统计学意义(P=0.144)。试验组学生书写影像报告的时间短于对照组学生[(10.8±1.54 )分钟比(11.9±2.01)分钟],其差异无统计学意义(P=0.178)。试验组学生对报告模板的便利性、巩固影像理论知识、培养影像诊断思路、提高影像诊断信心和建立临床诊疗思维的评分均高于对照组学生[4.0 (2.0)分比4.0 (1.0)分,4.0 (1.0)分比3.0 (1.0)分,5.0 (1.0)分比4.0 (1.0)分,4.5 (1.0)分比4.0 (1.0),5.0 (1.0)分比4.0 (1.0)分,均P<0.05]。 结论 SR模板在医学影像实习教学中使用方便,能够提高影像诊断速度和信心,尤其有助于提升实践阅片能力,培养影像诊断思路,建立临床诊疗思维,从而实现能力和素质目标,具有良好的应用前景。

Objective To explore the application effects of the structured reporting (SR) in the internship teaching of undergraduate students in medical imaging. Methods A controlled experimental approach was adopted. Using a random number table method, 64 undergraduate students majoring in medical imaging who interned in the Department of Radiology at Xijing Hospital, Air Force Medical University, from July 2023 to January 2024 were divided into a study group and a control group, with 32 individuals in each group. The study group was taught using the SR template, while the control group was taught using the traditional free-text reporting (FTR) template. The teaching effectiveness of the two groups was evaluated using both objective assessments and survey questionnaires. Statistical analysis were performed using t-tests, Mann-Whitney U tests. Results After the internship, the study group had higher practical imaging skills and total scores than the control group after the internship [(87.75±3.35) vs. (84.38±4.24) for practical imaging skills, (88.55±2.54) vs. (86.31±2.45) for total scores, both P<0.05], while there was no significant difference in theoretical knowledge scores between the two groups [(89.34±2.85) vs. (88.25±3.07), P=0.144]. The time taken by the study group to write image reports was shorter than that of the control group [(10.8±1.54) minutes vs. (11.9±2.01) minutes], but the difference was not statistically significant (P=0.178). The study group rated the convenience of the report template, the consolidation of imaging theoretical knowledge, the cultivation of imaging diagnostic thinking, the improvement of imaging diagnostic confidence, and the establishment of clinical diagnostic reasoning higher than the control group did [4.0 (2.0) vs. 4.0 (1.0), 4.0 (1.0) vs. 3.0 (1.0), 5.0 (1.0) vs. 4.0 (1.0), 4.5 (1.0) vs. 4.0 (1.0), 5.0 (1.0) vs. 4.0 (1.0), all P<0.05]. Conclusions The SR template is convenient to use in medical imaging internship teaching. It can improve the speed and confidence of imaging diagnosis, especially enhancing practical imaging skills, cultivating imaging diagnostic thinking, and establishing clinical diagnostic reasoning. This helps achieve capability and quality objectives, and has a promising application prospect.