目的 探讨医学影像技术专业本科生综合素质培养策略的实施效果。方法 2018年9月,选择四川大学华西临床医学院2016级医学影像技术专业28名学生为研究对象,在其进入专业课程学习时采取系列培养策略,包括课程思政建设、班主任负责制、师生交流互动、教学方法改革、教育国际化、科研导师制等。学习结束后,采用问卷调查比较培养策略实施前后28名学生人文素质和专业素质相关情况以及技能竞赛获奖情况。结果 问卷调查结果显示,本科生在人文素质的民族自豪感、专业自信心、职业使命感、师生融洽度、心理承受力5个方面,策略实施后评分比实施前评分高 [4(3,4)分比3(2,3)分、4(3,4)分比2(2,3)分、4(3,4)分比3(2,3)分、4(3,4)分比3(2,3)分、4(3,4)分比3(2,3)分],差异均具有统计学意义(均P＜0.05)。本科生在专业素质的科研思维能力、文献检索能力、医学统计能力、PowerPoint制作能力、答辩演讲能力5个方面,策略实施后的评分比实施前评分高 [3(2,3)分比2(1,2)分、3(2,4)分比2(2,2)分、3(2,4)分比2(2,3)分、3(3,4)分比2(1,3)分、4(3,4)分比2(2,3)分],差异均具有统计学意义(均P＜0.05)。本科生在全国和四川省内技能竞赛中获得5个奖项,实现了“零”的突破。结论 培养策略的实施可以提高医学影像技术专业学生的综合素质。

Objective To explore the implementation effect of comprehensive quality training as an education strategy of learning medical imaging technology by undergraduates. Methods In September 2018, a total of 28 undergraduates' interns from the program of 2016 four-year medical imaging technology of West China Clinical Medical College of Sichuan University were recruited. A series of strategies were adopted after undergraduates entering the learning stage of professional courses, including curriculum ideological and political construction, class teachers' responsibility, teacher-student interaction, teaching methods reform, scientific research mentor system for research, education and internationalization. The questionnaire survey results showed the improvement of humanistic quality and professional quality and competion capacity of the undergraduates were compared before and after the implementation of the strategies, as well as the results of the competition. Results The questionnaire survey showed that the scores of undergraduates in the five aspects of humanistic qualities such as national pride, professional self-confidence, professional mission, teacher-student harmony, and psychological endurance after the implementation of strategies were all significantly higher than that before implementation, and the differences were statistically significant [4(3,4) vs.3(2,3), 4(3,4) vs.2(2,3), 4(3,4) vs.3(2,3), 4(3,4) vs.3(2,3), 4(3,4) vs.3(2,3), all P＜0.05]. In terms of professional quality, undergraduates' scores in research logic, literature retrieval, medical statistics, presentation as well as PPT preparation, and defense speech after the implementation of the strategy were all significantly higher than that before implementation[3(2,3) vs.2(1,2), 3(2,4) vs.2(2,2), 3(2,4) vs.2(2,3), 3(3,4) vs.2(1,3), 4(3,4) vs.2(2,3), all P＜0.05]. The students joined national and provincial skill competitions and bear the palm for the first time in school history. Conclusions Through the implementation of these strategies, the comprehensive quality of students in the training process of medical imaging technology has been well improved, which may facilitate their to promote their professionalism development.