Exploration of a new training model for residency standardized non-professional radiological trainees in radiology department_West China Medical Journal

Authors：

LI Zhengyan , ZHAO Shuang , LIU Xijiao ,  YU Jianqun

Department of Radiology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding?author：

YU Jianqun, Email: cjr.yujianqun@vip.163.com

Keywords：

Resident; standardized training; radiology department; training mode

DOI：

10.7507/1002-0179.202203111

Video：

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Objective To explore a new rotation training mode suitable for residency standardized non-professional radiological trainees in radiology department, so as to improve the training quality. Methods The residency standardized non-professional radiological trainees who rotated in the Department of Radiology, West China Hospital, Sichuan University between June 2021 and January 2022 were retrospectively included as the research objects. According to the training mode, they were divided into traditional training mode group and innovative training mode group. The training results of the two groups were compared by taking process assessment, final examination and final score as evaluation indicators. Results Finally, 122 residents were included, including 45 in the traditional training model group and 77 in the innovative training model group. There was no significant difference in gender, major, identity and grade between the two groups (P>0.05). There was no significant difference between the two groups in the first film reading skill examination and their usual homework performance (P>0.05). The score of the second film reading skill examination [15 (14, 16) vs. 12 (11, 13)], the score of the final examination [34 (31, 36) vs. 29 (25, 31)] and the final score [80 (76, 83) vs. 71 (67, 74)] in the innovative training mode group were better than those in the traditional training mode group (P<0.05). Conclusion The innovative training mode of online teaching platform combined with offline teaching can improve the training effect of residency standardized non-professional radiological trainees in radiology department.

Citation： LI Zhengyan, ZHAO Shuang, LIU Xijiao, YU Jianqun. Exploration of a new training model for residency standardized non-professional radiological trainees in radiology department. West China Medical Journal, 2022, 37(12): 1874-1877. doi: 10.7507/1002-0179.202203111 Copy

1.	中華人民共和國教育部, 中華人民共和國衛生部. 教育部衛生部關于實施卓越醫生教育培養計劃的意見. (2012-5-7)[2022-3-23]. http://www.moe.gov.cn/srcsite/A08/moe_740/s7952/201205/t20120507_166950.html.
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4.	張玉珍, 劉歡歡, 李士建, 等. 非影像專業放射科住院醫師規范化培訓的輪轉模式探討. 中華醫學教育探索雜志, 2021, 20(3): 338-340.
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7.	張超, 李昂, 陳麗芬, 等. 線上線下混合互動式教學在胃腸外科住院醫師規范化培訓中的效果分析. 中國畢業后醫學教育, 2022, 6(2): 170-174.
8.	馬冉, 葉楓. 線上線下聯合教學在呼吸內科住院醫師規范化培訓中的應用. 教育教學論壇, 2022(39): 149-152.
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10.	夏倩倩, 朱姬瑩, 朱湘文, 等. SPARK 教學模式在非醫學影像科住院醫師放射科專業基地輪轉教學中的應用. 中華醫學教育雜志, 2021, 41(8): 699-702.
11.	劉錦鵬, 黃強, 熊兵, 等. 非影像專業住院醫師在放射科規范化培訓的現狀與實踐初探. 放射學實踐, 2017, 32(8): 787-789.
12.	黎磊, 付詩琴, 胡娜, 等. 醫學影像診斷學本科課程的線上教學—以新型冠狀病毒肺炎疫情期間的教學實踐為例. 華西醫學, 2021, 36(10): 1332-1336.
13.	馮凱, 馬寬生. TBL 聯合 CBL 和 PBL 在肝膽外科見習中的實踐及效果. 中華醫學教育探索雜志, 2018, 17(8): 809-814.
14.	高家林, 夏禮斌, 陸美琴, 等. PBL、CBL 及 LBL 三法融合在內分泌科臨床見習帶教中的應用. 中華全科醫學, 2016, 14(7): 1220-1223.
15.	Thistlethwaite JE, Davies D, Ekeocha S, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach, 2012, 34(6): e421-e444.
16.	唐靜, 紀琳, 余建群. 以案例為基礎的教學模式與講授式教學模式在醫學影像診斷學畢業后教育中的效果對比. 成都中醫藥大學學報(教育科學版), 2021, 23(2): 82-83,120.

1. 中華人民共和國教育部, 中華人民共和國衛生部. 教育部衛生部關于實施卓越醫生教育培養計劃的意見. (2012-5-7)[2022-3-23]. http://www.moe.gov.cn/srcsite/A08/moe_740/s7952/201205/t20120507_166950.html.
2. 呂蕾, 郭軼, 劉軍, 等. 臨床專業在放射科住院醫師規范化培訓存在的問題及改進措施. 現代醫藥衛生, 2021, 37(11): 1955-1957.
3. 楊盼盼, 彭雯佳. 影像基地住院醫師規范化培訓的問題及帶教方法探討. 繼續醫學教育, 2020, 34(2): 64-66.
4. 張玉珍, 劉歡歡, 李士建, 等. 非影像專業放射科住院醫師規范化培訓的輪轉模式探討. 中華醫學教育探索雜志, 2021, 20(3): 338-340.
5. 賀延莉, 顏林楓, 王文, 等. 非影像專業住院醫師放射科規范化培訓的問題與應對方法. 中國醫學教育技術, 2020, 34(5): 658-660, 670.
6. 韓鵬, 陳晨, 徐海濤. 微課結合傳統教學模式在結直腸外科住院醫師規范化培訓中的應用. 中國醫刊, 2021, 56(10): 1158-1160.
7. 張超, 李昂, 陳麗芬, 等. 線上線下混合互動式教學在胃腸外科住院醫師規范化培訓中的效果分析. 中國畢業后醫學教育, 2022, 6(2): 170-174.
8. 馬冉, 葉楓. 線上線下聯合教學在呼吸內科住院醫師規范化培訓中的應用. 教育教學論壇, 2022(39): 149-152.
9. 董健, 張建梅, 張春燕, 等. 影像醫學專業住院醫師規范化培訓的實踐探討. 繼續醫學教育, 2018, 32(3): 75-77.
10. 夏倩倩, 朱姬瑩, 朱湘文, 等. SPARK 教學模式在非醫學影像科住院醫師放射科專業基地輪轉教學中的應用. 中華醫學教育雜志, 2021, 41(8): 699-702.
11. 劉錦鵬, 黃強, 熊兵, 等. 非影像專業住院醫師在放射科規范化培訓的現狀與實踐初探. 放射學實踐, 2017, 32(8): 787-789.
12. 黎磊, 付詩琴, 胡娜, 等. 醫學影像診斷學本科課程的線上教學—以新型冠狀病毒肺炎疫情期間的教學實踐為例. 華西醫學, 2021, 36(10): 1332-1336.
13. 馮凱, 馬寬生. TBL 聯合 CBL 和 PBL 在肝膽外科見習中的實踐及效果. 中華醫學教育探索雜志, 2018, 17(8): 809-814.
14. 高家林, 夏禮斌, 陸美琴, 等. PBL、CBL 及 LBL 三法融合在內分泌科臨床見習帶教中的應用. 中華全科醫學, 2016, 14(7): 1220-1223.
15. Thistlethwaite JE, Davies D, Ekeocha S, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach, 2012, 34(6): e421-e444.
16. 唐靜, 紀琳, 余建群. 以案例為基礎的教學模式與講授式教學模式在醫學影像診斷學畢業后教育中的效果對比. 成都中醫藥大學學報(教育科學版), 2021, 23(2): 82-83,120.

West China Medical Journal

Exploration of a new training model for residency standardized non-professional radiological trainees in radiology department

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