线上BOPPPS教学模式在放射科住院医师规范化培训中的应用

Application of Online BOPPPS Teaching Mode in Standardized Training of Radiology Residents

目的探讨线上导言、学习目标、预评估、参与式学习、后评估和总结(bridge-in,objective/outcome,pre-assessment,participatory learning,post-assessment,summary,BOPPPS)教学模式在放射科住院医师规范化培训中的应用效果,为促进放射影像学的教学改革提供参考。方法2021年9月—2022年9月,选取浙江大学医学院附属第二医院的放射科住院医师规范化培训(住培)学员48名,基于计算机程序随机分配为试验组(n=24)和对照组(n=24)。试验组使用线上BOPPPS教学模式,对照组采用传统线上教学。以脑小血管病(cerebral small vessel disease,CSVD)评估为教学内容,分析比较2组专业理论知识掌握程度和住培学员满意度。结果试验组住培学员在基础部分的脑室旁脑白质高信号评分低于对照组,并且在大多数与脑小血管病相关的高级问题上表现出色,包括半卵圆中心扩大的血管周围间隙、内侧颞叶萎缩和大脑微梗死得分,差异均有统计学意义(P<0.05)。试验组的基础部分总得分与对照组相似,但在高级问题部分以及理论考核总分上优于对照组[(5.38±1.10)分vs.(4.04±1.37)分],差异有统计学意义(P<0.05)。结论采用线上BOPPPS教学模式对放射科住院医师的规范化培训更为有效,相比传统线上教学有一定的优势。

Objective To investigate the application and effectiveness of the online bridge-in,objective/outcome,pre-assessment,participatory learning,post-assessment,summary BOPPPS teaching model in the standardized residency training for radiology,providing a reference for promoting educational reform in radiological imaging.Methods From September 2021 to September 2022,a total of 48 residents participating in the standardized residency training program at the Second Affiliated Hospital of Zhejiang University School of Medicine were randomly assigned via computer program into an experimental group(n=24)and a control group(n=24).The experimental group was taught by the online BOPPPS teaching model.The control group was taught by traditional online teaching.Cerebral small vessel disease(CSVD)assessment was used as the teaching content,and the mastery of professional theoretical knowledge and resident satisfaction were analyzed and compared between the two groups.Results Residents in the experimental group scored lower on the periventricular white matter hyperintensities,which was part of the basic section,than those in the control group.They also performed better on most advanced questions related to CSVD,including enlarged perivascular spaces in the centrum semiovale,medial temporal lobe atrophy,and cerebral microinfarcts,with statistically significant differences(P<0.05).The total score of the experimental group was similar to that of the control group in the basic part,but better than that of the control group in the advanced part and the total score of the theoretical examination[(5.38±1.10)points vs.(4.04±1.37)points],and the difference was statistically significant(P<0.05).Conclusion The use of the online BOPPPS teaching model is more effective for the standardized residency training of radiologists and shows certain advantages over traditional online teaching methods.