不同教学模式在超声临床教学中的应用效果比较

Comparison of the Effects of Different Teaching Modes in Clinical Teaching of Ultrasound

目的探讨常规临床教学模式与多媒体教学模式两种不同教学模式在超声临床教学中的应用效果对比。方法选择2020年1~12月在本院临床实习的超声科学员进行研究,纳入学员40名,为每名学员编号后以随机数字表法分组,各分20名,分别命名为普通班、实验班。普通班采用常规临床教学模式,实验班采用常规教学模式基础上结合多媒体教学,两个班级的学员均接受至少1期的临床教学,对比不同教学方式对临床教学质量、教学满意度以及学员对教学模式的主观认同情况。结果实验组学员超声专业理论知识得分、超声操作得分、临床沟通能力得分、超声结果评价得分均高于普通班,差异有统计学意义(P<0.05)。实验班学员对教学模式满意度高于普通班(P<0.05);实验班学员认为该教学模式能够帮助掌握超声科专业能力、降低学习难度、培养解决实际问题能力、培养独立思考钻研能力、培养学习兴趣、缩短临床教学时间的占比显著高于普通班,差异有统计学意义(P<0.05)。结论多媒体教学应用在超声科实习学员的教学中,可促进临床教学质量的提升,使学员尽快掌握超声科的相关知识。同时多媒体教学模式也更受到学员的青睐,认为多媒体教学模式能够促进其能力的提升,对于尽快掌握超声科需要的专业能力。

Objective To explore the comparison of the application effects of conventional clinical teaching mode and multimedia teaching mode in ultrasonic clinical teaching.Methods A total of 40 ultrasound scientists who practiced in our hospital from January 2020 to December 2020 were selected for the study.Each student was numbered and grouped by random number table.Each student was divided into 20 students and named as ordinary class and experimental class.The ordinary class adopts the conventional clinical teaching mode,and the experimental class adopts the conventional teaching mode combined with multimedia teaching.The students of the two classes all receive at least one period of clinical teaching,and the different teaching methods are compared on the clinical teaching quality,teaching satisfaction and students’subjective recognition of the teaching mode.Results The scores of ultrasonic professional theoretical knowledge,ultrasonic operation,clinical communication ability and ultrasonic result evaluation in the experimental group were all higher than those in the ordinary class,with statistical significance(P<0.05).Students’satisfaction with teaching mode in experimental class was higher than that in normal class(P<0.05).The proportion of experimental class students who thought that this teaching mode could help them master the professional ability of ultrasound department,reduce the learning difficulty,cultivate the ability to solve practical problems,cultivate the ability of independent thinking and research,cultivate the learning interest and shorten the clinical teaching time was significantly higher than that of ordinary class,the difference was statistically significant(P<0.05).Conclusion The application of multimedia teaching in the teaching of trainees in the department of ultrasound can promote the improvement of clinical teaching quality and enable students to master the relevant knowledge of the department of ultrasound as soon as possible.At the same time,the multimedia teaching mode is more favored by students,who believe that the multimedia teaching mode can promote their ability to master the professional ability required by the Department of Ultrasound as soon as possible.