介入医学作为临床医学本科生必修课教学初探

Preliminary study on the teaching of 《Interventional Medicine》 as a compulsory course for undergraduates in clinical medicine

目的探讨开设介入医学本科必修课程的必要性程度以及其对医学本科生介入医学可信认知度的影响。方法本研究采用匿名问卷调查的方式,以郑州大学医学专业课程进度不同的2014—2016级三个年级的临床医学专业180名本科生为调查对象,对介入医学可信认知度、本科课程开设必要性程度等进行调研。采用Kruskal-Wallis检验分析可信认知度及必要性程度的总体分布差异并以Bonferroni法检验进行两两比较。结果 2014-2016级三个年级接受调查的医学生对介入医学可信认知度的中位数(四分位间距)分别为2.33(5.2)、9.92(13.08)、2.00(3.67);三个年级对介入医学的可信认知度总体分布差异有统计学意义(χ2=34.96, P<0.05);进一步两两比较,2014级与2015级、2015级与2016级差异有统计学意义(P值均<0.05),而2014级与2016级差异无统计学意义(P=0.656)。2014级-2016级三个年级对本科开设介入医学必修课程的必要性水平的分别为(3.93±0.96)、(3.12±1.10)、(3.35±0.95);三个年级对本科开设介入医学必修课程的必要性水平总体分布差异有统计学意义(χ2=19.88,df=2, P<0.05);进一步两两比较,2014级与2015级、2014级与2016级差异有统计学意义(P<0.05),而2015级与2016级差异无统计学意义(P=0.631)。结论临床医学本科生开设介入医学必修课程,有助于提高医学生对介入医学的可信认知度;在临床科室实习后会提高医学生对于本科生开展介入医学课程的必要性水平。

Objective To discuss the necessity of offering 《Interventional Medicine》 as a compulsory course for undergraduates in clinical medicine, and to assess its influence on the credible awareness to interventional medicine of medical undergraduates. Methods An anonymous questionnaire survey was used in this study. A total of 180 undergraduates majoring in clinical medicine in 2014-2016 at Zhengzhou University, who had been taking different medical courses, were enrolled in this study. The investigation of credible recognition about interventional medicine and the necessity recognition of opening interventional medicine course for undergraduates were conducted in these undergraduates. The Kruskal-Wallis testing was used to analyze the differences in the overall distribution of credible awareness and necessity recognition degree, and the pairwise comparison was performed by using Bonferroni testing. Results The median(interquartile range) scores of credible awareness of interventional medicine in the 2014, 2015 and 2016 gradewere 2.33(5.2) points, 9.92(13.08) points and 2.00(3.67) points respectively. The differences in the overall distribution of credible awareness between each other among the three grades were statistically significant (χ2=34.96, P<0.05). Further pairwise comparisons showed that statistically significant difference existed between grade 2014 and grade 2015, as well as between grade 2015 and grade 2016(both P<0.05),while no statistically significant difference existed between grade 2014 and grade 2016(P=0.656). The necessary levels for the compulsory interventional medicine courses for undergraduates in the 2014, 2015 and 2016 grade were(3.93±0.96) points,(3.12±1.10) points and(3.35±0.95) points respectively. The differences in the overall distribution of necessary levels for the compulsory interventional medicine courses for undergraduates between each other among the three grades were statistically significant (χ2=19.88, df=2,P<0.05). Further pairwise comparisons indicated that statistically significant difference existed between grade 2014 and grade2015, as well as between grade 2014 and grade 2016(both P<0.05), while no statistically significant difference existed between grade 2015 and grade 2016(P=0.631). Conclusion The compulsory interventional medicine courses for undergraduates majoring in clinical medicine can help improve the credible awareness of medical students to interventional medicine, which, after completing the internship in clinical practice, will raise the level of medical students’ need for intervention courses.