五步指导法对培养超声实习医生实践操作能力的应用价值

Application Value of Five-step Guiding Method on Culturing the Practical Operation Ability of Ultrasound Interns

目的探讨超声科实习医生的带教模式,培养、提高实习医生的实践操作技术能力。方法选择2012—2015年在该院实习的中职医学影像技术专业学生180名。随机分为实验组88名、对照组92名,两组学生在年龄、性别等方面比较,差异无统计学意义,两组实习时间均为16周。对照组采用传统的教学模式,即带教老师边说边操作,实习医生边看边体会,自己练习操作。实验组采用新的带教模式下,即五步指导法:带教老师说,实习医生听;带教老师操作,实习医生看;实习医生说,带教老师听;实习医生操作,带教老师看;实习医生总结,带教老师指正。将超声影像工作站操作能力、超声仪器操作技术能力分别划分为强、较强、一般3个类别,计算出每项百分率,进行统计学处理。结果采用χ~2检验,差异有统计学意义(P<0.05)。实验组的超声影像工作站操作能力、超声仪器操作技术能力等方面明显高于对照组。结论五步指导法较传统带教模式更加有利于实习医生临床实践能力的培养和提高。

Objective To discuss the teaching model of interns in the department of ultrasound in order to culture and improve the practical operation technical ability of interns. Methods 180 cases of practical students in the medical imaging major in our hospital from 2012 to 2015 were selected and randomly divided into the experimental group with 88 cases and the control group with 92 cases, and the differences in the age and gender between the two groups were obvious, and the practical time was 16 weeks, and the control group adopted the traditional teaching model, namely the teachers said while conducting an operation, and the interns looked while experiencing it and operating it by themselves, the experimental group adopted the new teaching model namely five-step guiding method, namely the teachers said, the interns listen; the teachers operated it, the interns looked; the interns said, the teachers listened; the interns operated it, the teachers looked; the interns summarized it, the teachers corrected it, and the ultrasound imaging station operation ability and ultrasound instrument operation technical ability were divided into the strong, more strong and general, and every percentage was calculated for statistical treatment. Results There were obvious differences after χ2test(P<0.05), and the ultrasound imaging station operation ability and ultrasound instrument operation technology in the experimental group were obviously higher than those in the control group. Conclusion The five-step is more conducive to the culture and improvement of clinical practical ability of interns than the traditional teaching model.