SPARK影像教学案例库在医学影像学专业本科生实习中的应用

朱姬莹; 励杨晟; 朱湘文; 夏倩倩; 卢陈英; 韩志江

doi:10.16766/j.cnki.issn.1674-4152.003649

SPARK影像教学案例库在医学影像学专业本科生实习中的应用

doi: 10.16766/j.cnki.issn.1674-4152.003649

朱姬莹^{1, 2},
励杨晟^{1, 2},
朱湘文^{1, 2},
夏倩倩^{1, 2},
卢陈英³,
韩志江^{1, 2, ,}

1.
浙江中医药大学第四临床学院，浙江杭州 310000
2.
杭州市第一人民医院放射科，浙江杭州 310000
3.
丽水市中心医院放射科，浙江丽水 323000

基金项目:

浙江大学医学院教育改革项目 jgyb20222031

浙江省“十四五”研究生教学改革项目浙学位办〔2023〕1号

杭州师范大学附属医院教学建设和改革项目 FSYYJG202313

教育部产学合作协同育人项目 220606617205729

详细信息

通讯作者:
韩志江，E-mail: hzj1022@zju.edu.cn

中图分类号: R192 R445
计量
- 文章访问数: 2
- HTML全文浏览量: 2
- PDF下载量: 0
- 被引次数: 0
出版历程
- 收稿日期: 2024-02-04
- 网络出版日期: 2024-11-19

Application of SPARK image teaching case library in the clinical practice of undergraduate students in medical imaging

ZHU Jiying^{1, 2},
LI Yangsheng^{1, 2},
ZHU Xiangwen^{1, 2},
XIA Qianqian^{1, 2},
LU Chenying³,
HAN Zhijiang^{1, 2
, ,}

1.
The 4th Clinical College of Zhejiang Chinese Medical University, Hangzhou, Zhejiang 310000, China

摘要

摘要: 目的将SPARK影像教学案例库应用于医学影像学专业本科生实习教学，探讨其应用效果，为其他教学基地医学影像学实习教学提供借鉴和参考。方法选取2017年7月—2023年6月杭州市第一人民医院放射科轮转18周的医学影像学专业本科实习生共71名，依据轮转时间分为试验组34名(2020年7月—2023年6月)和对照组37名(2017年7月—2020年6月)。试验组采取亚专科影像诊断报告书写和SPARK影像教学案例库学习模式，对照组采取亚专科影像诊断报告书写和常规学习模式。比较2组实习生中期考核和出科考核的影像阅片成绩，并通过调查问卷评价教学效果。结果试验组和对照组的影像阅片入科考核、中期考核、出科考核成绩分别为60(60，70)分和70(60，70)分(Z=0.817，P＞0.05)、80(80，90)分和70(60，80)分(Z=-5.047，P＜0.001)、80(80，90)分和70(70，80)分(Z=-4.811，P＜0.001)；广义估计方程结果显示，相较入科成绩，中期考核成绩平均增加11.127分(P < 0.001)，出科成绩平均增加14.085分(P < 0.001), 试验组成绩高于对照组7.443分(P < 0.001)。试验组实习生在知识点的理解和记忆、提高自主学习能力、文献查阅能力、专业兴趣度和临床思维决策能力方面的评分均高于对照组(P＜0.05)。结论 SPARK影像教学案例库能提高医学影像学专业本科实习生的综合学习能力，具有很好的应用价值。
- 医学影像学 /
- 实习 /
- 阅片技能 /
- SPARK影像教学案例库
Abstract: Objective The SPARK imaging teaching case library was applied to the internship teaching of undergraduates majoring in medical imaging, and its application effect was discussed, so as to provide a reference for the practical teaching of medical imaging in other teaching bases. Methods A total of 71 radiology rotation undergraduates majoring in medical imaging at Hangzhou First People ' Hospital from July 2017 to June 2023, with an 18-week rotation, were selected. They were divided into an experimental group of 34 students (July 2020-June 2023) and a control group of 37 students (July 2017-June 2020) based on rotation time. The experimental group adopted sub-specialty image diagnostic report writing and the SPARK image teaching case library learning model, while the control group adopted sub-specialty image diagnostic report writing and conventional learning methods. The image reading scores of the two groups were compared in mid-term and final assessments, and the teaching effects were also evaluated through questionnaires. Results The scores of image reading in the initial, mid-term, and final assessments for the experimental and the control groups were 60 (60, 70) and 70 (60, 70) (Z=0.817, P > 0.05), 80 (80, 90) and 70 (60, 80) (Z=-5.047, P < 0.001), 80 (80, 90) and 70 (70, 80) (Z=-4.811, P < 0.001), respectively. The results of the generalized estimation equation analysis showed that the mid-term assessment score increased by 11.127 points (P < 0.001), and the final assessment score increased by 14.085 points (P < 0.001) compared with the control group, and the test group increased by 7.443 points (P < 0.001). In terms of understanding and memorizing key points, enhancing self-learning ability, literature research ability, professional interest, and clinical decision-making ability, the experimental group rated the teaching methods higher than the control group (P < 0.05). Conclusion The SPARK image teaching case library can enhance the comprehensive learning ability of undergraduate students majoring in medical imaging and has great application value.
- Medical imaging /
- Internship /
- Image reading skills /
- SPARK image teaching case library

HTML全文

表 1 2组实习生入科、中期、出科考核影像阅片成绩比较[M(P₂₅, P₇₅)，分]

Table 1. Comparison of the video reading results of the two groups of interns in the initial, mid-term, and final assessments [M(P₂₅, P₇₅), points]

组别	人数	入科考核	中期考核	出科考核
试验组	34	60(60，70)	80(80，90)	80(80，90)
对照组	37	70(60，70)	70(60，80)	70(70，80)
Z值		0.817	-5.047	-4.811
P值		0.399	< 0.001	< 0.001

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表 2 2组实习生学习效果满意度问卷调查结果(人)

Table 2. Results of questionnaire survey on satisfaction with learning effectiveness between the two groups of interns (cases)

组别	例数	知识点的理解和记忆			自主学习能力			文献查阅能力			专业兴趣度			临床思维决策能力
组别	例数	3分	4分	5分	3分	4分	5分	3分	4分	5分	3分	4分	5分	3分	4分	5分
试验组	34	3	10	21	2	8	24	5	15	14	1	12	21	3	16	15
对照组	37	11	16	10	12	20	5	10	26	1	10	26	1	11	19	7
Z值			-2.871			-4.454			-2.901			-4.817			-2.509
P值			0.002			< 0.001			0.001			< 0.001			0.006
注：2组实习生均无Likert5级评分中1~2分。

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