目的 探讨基于Broome-Tumey提问和医学影像存储与通讯系统(picture archiving and communication systems,PACS)的主治医师查房在放射科住院医师规范化培训中的应用。方法 选择2019年于北京大学第三医院放射科轮转的30名住院医师作为研究对象,随机分为试验组和对照组,两组分别参与基于Broome-Tumey提问和PACS的主治医师查房模式和传统查房模式。通过自制调查问卷和考核评分评价查房效果。结果 试验组调查问卷各方面评分均高于对照组[喜欢本教学模式:(4.50±0.22 )分比(3.86±0.21)分;提高独立思考能力:(4.55±0.26)分比(3.44±0.30)分;提供知识掌握水平(4.07±0.14)分比(3.89±0.16)分;提高知识运用能力(4.51±0.23)分比(3.78±0.23)分;提高诊断水平:(4.53±0.21)分比(3.70±0.20)分],差异均具有统计学意义(均P<0.05)。试验组小测试成绩、出科考试成绩均高于对照组,差异具有统计学意义[小测试:(86.35±2.91)分比(81.72±2.21)分,P<0.01;出科考试:(92.32±2.79)分比(87.91±2.46)分,P<0.01]。结论 基于Broome-Tumey提问和PACS的主治医师查房有助于拓宽和巩固住院医师专业知识,提高住院医师临床诊断能力。

Objective To investigate the value of Broome-Tumey question mode combined with PACS in the training of resident doctor of Radiology. Methods A total of 30 graduate students and residents were random divided into the experimental group and the control group in the radiology department of Peking University Third Hospital in 2019. The experimental group participate in the attending physician' s teaching rounds based on broome-tumey question mode combined with PACS, and the traditional teaching rounds were taught by the same attending doctor. The qestionnaires were used to evaluate the subjective feelings of the two groups, and the scores of the post-rounds quiz and departmental rotation examination were used to asses the two teaching rounds mode. Results The scores of all aspects of the questionnaire in the experimental group were higher than those in the control group [like the teaching mode (4.50 ± 0.22) vs.(3.86±0.21),independent thinking ability (4.55 ± 0.26)vs.(3.44 ± 0.30), knowledge mastery level (4.07 ± 0.14) vs. (3.89 ± 0.16) , knowledge application ability (4.51 ± 0.23) vs. (3.78 ± 0.23) , and diagnostic level: (4.53 ± 0.21) vs. (3.70 ± 0.20)], the differences were statistically significant (all P<0.05). The score of post-rounds quiz in the experimental group was significantly higher than the control group [(86.35±2.91)vs.(81.72±2.21), P<0.01]. The departmental rotation examination score in the experimental group was significantly higher than the control group[(92.32±2.79)vs. (87.91±2.46),P<0.01]. Conclusions Based on Broome-Tumey question mode with PACS teaching rounds could broaden and consolidate the knowledge of residents and improve the clinical diagnosis ability of resident doctors.