摘要
目的探讨亚专业分组联合多学科诊疗(multidisciplinary treatment,MDT)教学模式在放射科住院医师规范化培训教学中对住培学员综合应用能力提升的价值。方法选取2021年6月—2022年12月重庆医科大学附属第二医院的32名住培学员(面向全社会招录,包括影像专业12名、临床专业20名)分为试验组和对照组,每组16名。试验组将影像专业及临床专业学员分配至神经肌骨组、心胸组和腹部组,并采用模拟MDT模式进行日常教学活动;对照组中影像专业学员采用常规轮转三个亚专业组,以及临床专业学员根据专业分配入亚专业组进行常规教学。对比2组柯氏评估模型以及结业评价成绩的差异。结果在柯氏评估模型中,试验组的学员评价评分[(88.11±2.30)分]和出科技能阅片成绩[(87.27±4.06)分]高于对照组[(85.00±3.85)分、(83.73±4.56)分],差异有统计学意义(P<0.05),而2组的一对一阅片评分、出科理论考核成绩差异无统计学意义(P>0.05)。在专科学员结业评价中,试验组的影像报告质量评分[(88.69±3.16)分]和住培小讲座评价[(83.65±2.56)分]均高于对照组[(86.08±3.63)分、(81.36±2.77)分],差异有统计学意义(P<0.05),而2组的科研成果评价、临床日常沟通评价差异无统计学意义(P>0.05)。结论亚专业分组联合MDT教学模式能充分调动住培学员的主观能动性,有效提高学员的临床实践能力以及学员满意度,实现了教学互补、全面提高的目的,提高了放射科住培学员的教学收益。
Objective To explore the value of sub professional grouping combined with multi-disciplinary treatment(MDT)teaching model in the standardized training and teaching of radiology residents for improving the comprehensive application ability of residential trainees.Methods A total of 32 resident trainees from the Second Affiliated Hospital of Chongqing Medical University from June 2021 to December 2022(recruited from the whole society,including 12 imaging majors and 20 clinical majors)were divided into the experimental group and the control group,with 16 trainees in each group.In the experimental group,imaging majors and clinical majors were assigned to neuromusculoskeletal group,cardiothoracic group and abdominal group,and daily teaching activities were carried out using simulated MDT model.In the control group,imaging students were routinely rotated to three subprofessional groups,and clinical students were assigned to subprofessional groups according to their majors for routine teaching.The differences of Kirkpatrick evaluation model and graduation evaluation scores between the two groups were compared.Results In the Kirkpatrick evaluation model,the student evaluation score[(88.11±2.30)points]and the score of exam skills reading[(87.27±4.06)points]in the experimental group were higher than those in the control group[(85.00±3.85)points and(83.73±4.56)points],and the differences were statistically significant(P<0.05).However,there was no significant difference between the two groups in one-to-one film reading scores and theoretical test scores(P>0.05).In the completion evaluation of junior college students,the image report quality score[(88.69±3.16)points]and the evaluation of standardized training small lecture[(83.65±2.56)points]of the experimental group were higher than those of the control group[(86.08±3.63)points and(81.36±2.77)points],and the differences were statistically significant(P<0.05).There was no significant difference in the evaluation of scientific research results and clinical daily communication between the two groups(P>0.05).Conclusion The combination of sub professional grouping and MDT teaching model can fully mobilize the subjective initiative of standardized training trainees,and effectively improve their clinical practice ability and satisfaction,achieving the goal of teaching complementarity and comprehensive improvement,and enhancing the teaching benefits of radiology residency training students.
作者
张海平
刘欣杰
刘洋洋
何晓静
郭大静
童小芳
ZHANG Haiping;LIU Xinjie;LIU Yangyang;HE Xiaojing;GUO Dajing;TONG Xiaofang(Department of Radiology,the Second Affiliated Hospital of Chongqing Medical University,Chongqing 400010,China)
出处
《中国继续医学教育》
2025年第4期109-113,共5页
China Continuing Medical Education
基金
重庆市高等教育教学改革研究项目(223124)。
关键词
住院医师
规范化培训
多学科诊疗
医学影像学
临床教学
放射科
resident physician
standardized training
multidisciplinary diagnosis and treatment
medical imaging
clinical teaching
radiology department
作者简介
通信作者:刘欣杰。
