目的 探讨全视野数字切片(whole slide imaging,WSI)联合基于案例学习(case-based learning,CBL)在临床病理科住院医师规范化培训(简称住培)中的应用效果。方法 本研究采用试验对照方法。以2020年9月至2023年8月在大连理工大学附属肿瘤医院参加临床病理科住培的80名学员为研究对象,采取随机数字表法将其平均分为试验组和对照组。试验组学员采用WSI结合CBL教学,对照组学员采用传统显微镜教学。通过两组学员的理论知识和实践应用考核、学习主观能动性和教学满意度问卷评价各自教学效果,采用独立样本t检验分析相关数据。结果 试验组学员理论知识考核成绩[(85.63±2.51)分]、实践应用考核成绩[(85.05±2.39)分]、学习主观能动性评分[(88.75±16.94)分]和教学满意度评分[(96.00±4.12)分],均高于对照组学员[(73.90±3.35)分、(74.97±3.11)分、(65.63±14.64)分、(84.00±2.54)分],其差异均具有统计学意义(均P<0.05)。结论 WSI联合CBL教学有助于提高临床病理科住培学员的学习效果,提升其病理诊断能力、自主学习效能和教学满意度,可以为数字化病理学教学改革提供实践依据。
Objective To explore the effectiveness of applying whole slide imaging (WSI) combined with case-based learning (CBL) in the standardized residency training of clinical pathology. Methods This study adopted a controlled experimental design. Eighty pathology trainees who participated in the standardized residency training at the Cancer Hospital of Dalian University of Technology from September 2020 to August 2023 were selected as research subjects and randomly divided into experimental group and control group using a random number table. The experimental group received WSI combined with CBL teaching, while the control group received traditional microscope teaching. The teaching effects were evaluated through theoretical knowledge assessment, practical examination, learning initiative, and teaching satisfaction questionnaire. Data were analyzed using independent samples t-test. Results The experimental group showed higher scores in theoretical knowledge assessment [(85.63±2.51) points], practical examination [(85.05±2.39) points], learning initiative [(88.75±16.94) points], and teaching satisfaction [(96.00±4.12) points] compared with the control group [(73.90±3.35) points, (74.97±3.11) points, (65.63±14.64) points, and (84.00±2.54) points, respectively, all P<0.05]. Conclusions WSI combined with CBL teaching helps improve the clinical pathology learning outcomes of resident physicians, enhances their pathological diagnostic capabilities and autonomous learning efficacy, and provides practical evidence for digital pathology teaching reform.
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