布鲁姆-特内教学提问模式在超声医学科教学读片中的应用

Application of Broome-Turney teaching model to teaching ultrasound imaging

目的探讨布鲁姆-特内教学提问模式在超声医学科教学读片中的应用价值。方法对教改前(16人)、教改后(16人)超声专业型操作进行赋分考核评价,评价内容包括基础理论知识、临床思维能力、综合分析能力,每项赋分30分,将考核成绩进行统计学分析,应用SPSS 23.0统计软件,计量资料以(x±s)表示,教学改革前后考核评分比较行独立样本t检验,P<0.05为差异有统计学意义。另外以住院医师满意度为计数资料,以百分比表示,采用Fisher精确概率法,P<0.05为差异有统计学意义。结果应用该教学模式后,住院医师的基础理论知识、临床思维能力、综合分析能力明显得到提升,住院医师满意度也得到提升。结论布鲁姆-特内教学提问模式在超声教学读片中是可行的一种教学模式,应加以推广。

Objective To explore the applicability of Broome-Turney teaching questioning mode in ultrasound teaching based on sono-grams.MethodsThe ultrasonic operation skills of residents were assessed before(group A, n = 16) and after(group B, n = 16) theteaching reform, involving basic theories, clinical thinking, and the ability for comprehensive analysis. The score of each of the threeitems was 30. The results of assessment were statistically analyzed with SPSS 23. 0 statistical software. The assessment scores beforeand after the teaching reform were compared with independent sample t tests.P<0. 05 was considered statistically significant. In addi-tion, the residents’ levels of satisfaction were used as measurement data.ResultsAfter application of this teaching approach, the resi-dents’ knowledge of basic theories, clinical thinking, and ability to make comprehensive analysis were significantly improved, so weretheir levels of satisfaction.ConclusionBroome-Turney questioning mode is feasible in ultrasound teaching based to sonograms andshould find wider application.