乳腺钼靶联合AI诊断教学模式在放射科住培中的应用效果

Application Effect of Mammography Combined With AI Diagnosis Teaching Mode in the Standardized Training of Residents in Radiology Department

目的探讨乳腺钼靶联合人工智能(artificial intelligence,AI)诊断教学模式在放射科住院医师规范化培训中的应用效果。方法 选取2019年1月-2022年12月在宁德市闽东医院放射科进行住院医师规范化培训的50名住培医师作为研究对象。按照培训方式不同分为观察组(采取乳腺钼靶联合AI诊断教学模式)与对照组(采取乳腺钼靶诊断教学方式),各25名。观察2组住培医师培训后的临床诊断符合率、教学质量、学习动机、学习满意度以及临床思维能力。结果 观察组培训后的诊断符合率为88.00%,高于对照组的64.00%,差异有统计学意义(P <0.05);培训后,观察组住培医师教学质量评分中语言表达为(95.07±2.21)分,师生沟通为(92.02±2.56)分,教学氛围为(93.48±1.43)分,均高于对照组的(92.04±2.23)分、(87.34±2.48)分、(91.44±1.53)分,学习难度评分为(13.47±1.48)分,低于对照组的(14.23±0.43)分,差异有统计学意义(P <0.05);观察组住培医师学习动机评分中胜任需求为(9.07±1.21)分,自主需求为(13.27±0.13)分,归属需求为(12.48±1.43)分,学习满意度为(21.47±1.48)分,均高于对照组的(8.15±1.24)分、(12.85±0.24)分、(11.44±1.53)分、(19.23±1.43)分,差异有统计学意义(P <0.05);观察组临床思维能力评分中评判性为(23.26±1.22)分,系统性为(41.47±1.12)分、循证性为(26.12±0.47)分,均高于对照组的(20.51±1.49)分、(37.23±1.43)分、(23.93±0.87)分,差异有统计学意义(P <0.001)。结论采用乳腺钼靶联合AI诊断教学模式能够提高住培医师的临床诊断符合率和临床思维能力,提升学习满意度。

Objective To explore the application effect of mammography combined with artificial intelligence(AI)diagnosis teaching mode in the standardized training of residents in radiology department.Methods A total of 50 residents who received standardized training of residents in department of radiology,Mindong Hospital of Ningde City were selected from January 2019 to December 2022 as the research subjects,and were divided into observation group(adopting mammography combined with AI diagnosis teaching mode)and control group(adopting mammography teaching mode)according to different teaching methods,with 25 cases in each group.The clinical diagnosis coincidence rate,teaching quality,learning motivation,learning satisfaction and clinical thinking ability of the two groups were observed after training.Results After training,the diagnostic coincidence rate in the observation group was 88.00%,which was higher than 64.00%in the control group,the difference was statistically significant(P<0.05).After training,the scores of language expression,teacher-student communication and teaching atmosphere of resident teaching quality were(95.07±2.21)points,(92.02±2.56)points and(93.48±1.43)points in the observation group,which were higher than(92.04±2.23)points,(87.34±2.48)points and(91.44±1.53)points in the control group,while the score of learning difficulty was(13.47±1.48)points in the observation group,which was lower than(14.23±0.43)points in the control group,the difference was statistically significant(P<0.05).The scores of competency need,independent need,attribution need and learning satisfaction of resident learning motivation in the observation group were(9.07±1.21)points,(13.27±0.13)points,(12.48±1.43)points and(21.47±1.48)points,which were higher than(8.15±1.24)points,(12.85±0.24)points,(11.44±1.53)points and(19.23±1.43)points in the control group,the difference was statistically significant(P<0.05).The scores of criticism,systematicness and evidence of clinical thinking ability in the observation group were(23.26±1.22)points,(41.47±1.12)points and(26.12±0.47)points,which were higher than(20.51±1.49)points,(37.23±1.43)points and(23.93±0.87)points in the control group,the difference was statistically significant(P<0.001).Conclusion The adoption of mammography combined with AI diagnosis teaching mode can improve the coincidence rate of clinical diagnosis and clinical thinking ability of residents,and enhance the learning satisfaction.