超声临床教学中多媒体教学法的应用价值

The Application Value of Multimedia Teaching Method in Ultrasound Clinical Teaching

目的研究将多媒体教学法应用在临床超声教学中的效果。方法选择该院2020年1月—2021年1月期间医学影像技术专业学生62名,按照随机数字表法分为两组,分别为对照组与观察组,每组31名。对照组接受常规教学法,观察组执行多媒体教学法,将两组超声临床教学的效果进行比较。结果①教学效果:观察组临床思维评分(95.69±2.46)分、操作评分(94.58±3.48)分、超声基础知识评分(96.15±3.05)分、超声专业知识评分(94.82±2.66)分均高于对照组(86.64±3.49)分、(87.15±5.24)分、(86.36±5.28)分、(85.28±4.64)分,两组对比差异有统计学意义(t=11.801、6.576、8.939、9.931,P<0.05)。②学生对教学的满意度:观察组提升临床思维能力(96.77%)、提升师生沟通能力(93.55%)、提升解决问题能力(100.00%)、提升临床实践能力(90.32%)、提升学习兴趣(93.55%)、提升医患沟通能力(96.77%)、提升自主学习能力的满意度(90.32%)均高于对照组(67.74%、64.52%、64.52%、51.61%、54.84%、58.06%、61.29%),两组对比差异有统计学意义(χ^(2)=8.952、7.884、13.372、11.273、12.130、13.286、7.123,P<0.05)。结论多媒体教学法应用在临床超声教学的效果显著,有利于提升整体教学效果,值得在临床中进行使用和推广。

Objective To evaluate the effect of applying multimedia teaching method in clinical ultrasound teaching.Methods Selected 62 medical imaging technology students from January 2020 to January 2021 in the hospital.According to the random number table,they were divided into two groups,divided into the control group and the observation group,31 students in each group.The control group received conventional teaching methods to carry out teaching work,and the observation group implemented multimedia teaching methods to compare the effects of ultrasound clinical teaching between the two groups.Results 1.Teaching effect:observation group clinical thinking score(95.69±2.46)points,operation score(94.58±3.48)points,ultrasound basic knowledge score(96.15±3.05)points,ultrasound professional knowledge score(94.82±2.66)points,all higher than the control group(86.64±3.49)points,(87.15±5.24)points,(86.36±5.28)points,(85.28±4.64)points,the difference was statistically significant(t=11.801,6.576,8.939,9.931,P<0.05).2.Student satisfaction with teaching:the observation group improved clinical thinking ability(96.77%),improved teacher-student communication skills(93.55%),improved problem-solving skills(100.00%),improved clinical practice skills(90.32%),and improved learning interest(93.55%),improving doctor-patient communication skills(96.77%),and improving self-learning ability(90.32%),all higher than the control group(67.74%,64.52%,64.52%,51.61%,54.84%,58.06%,61.29%),the difference was statistically significant(χ^(2)=8.952,7.884,13.372,11.273,12.130,13.286,7.123,P<0.05).Conclusion The application of multimedia teaching method in clinical ultrasound teaching has a significant effect,is conducive to improving the overall teaching effect,and is worthy of clinical use and promotion.