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    黄春旺, 甘科红, 曾春连, 冯占武, 尚诗瑶. 住院医师作为教师的小讲课在超声医学科规范化培训中的实践与探索[J]. 循证医学, 2023, 23(5): 300-304. DOI: 10.12019/j.issn.1671-5144.2023.05.008
    引用本文: 黄春旺, 甘科红, 曾春连, 冯占武, 尚诗瑶. 住院医师作为教师的小讲课在超声医学科规范化培训中的实践与探索[J]. 循证医学, 2023, 23(5): 300-304. DOI: 10.12019/j.issn.1671-5144.2023.05.008
    shu
    HUANG Chun-wang, GAN Ke-hong, ZENG Chun-lian, FENG Zhan-wu, SHANG Shi-yao. Practice and Exploration of Residents as Teachers for Small Lectures on Standardized Residency Training in Ultrasonic Medicine[J]. Journal of Evidence-Based Medicine, 2023, 23(5): 300-304. DOI: 10.12019/j.issn.1671-5144.2023.05.008
    Citation: HUANG Chun-wang, GAN Ke-hong, ZENG Chun-lian, FENG Zhan-wu, SHANG Shi-yao. Practice and Exploration of Residents as Teachers for Small Lectures on Standardized Residency Training in Ultrasonic Medicine[J]. Journal of Evidence-Based Medicine, 2023, 23(5): 300-304. DOI: 10.12019/j.issn.1671-5144.2023.05.008
    shu

    住院医师作为教师的小讲课在超声医学科规范化培训中的实践与探索

    Practice and Exploration of Residents as Teachers for Small Lectures on Standardized Residency Training in Ultrasonic Medicine

      摘要
    • 摘要:
      目的 探讨住院医师作为教师（Residents as Teachers，RAT）的小讲课在超声医学科住院医师规范化培训中的作用，为探索新的小讲课模式提供理论依据和可行性方案。
      方法 通过腾讯问卷对广东省人民医院超声医学科培训基地住院医师和部分已结业医师27名进行调查。A模式代表“指导医师授课、住院医师听”，B模式代表“住院医师授课，老师指导点评”，C模式代表“住院医师授课，高年级住院医师点评，老师指导点评”，根据岗位核心胜任力设置八个条目。采用SPSS 25.0软件和R 4.3.1软件对三种授课模式的得分数据进行统计分析及绘图。
      结果 13人（48.2%）选择C模式，为三种授课模式中最受欢迎的，9人（33.3%）选择A模式，5人（18.5%）选择了B模式。C模式在培养独立思考能力方面比A、B两种授课模式更有效果，并具有统计学意义（P < 0.05）；C模式在提高自我学习能力方面比A模式更明显，具有统计学差异（P < 0.05）。在其它方面，三种授课模式并没有统计学意义。未点评和已点评年级在所有条目选择差异无统计学意义。
      结论 指导老师的临床小讲课不可或缺；同时，RAT的小讲课也值得推广和探索，可以作为住院医师教学能力培训的方式，提高住院医师各方面的岗位核心胜任力。

       

      Abstract:
      Objective To explore the role of Residents as Teachers (RAT) in the standardized residency training in the department of ultrasound, and to provide a theoretical basis and feasible scheme for exploring a new model of small lectures.
      Methods Twenty-seven ultrasonic residents from Guangdong Provincial People's Hospital were investigated by Tencent questionnaire. Mode A stands for "tutor teach and residents learn", mode B stands for "residents teach and tutor comment", mode C stands for "residents teach, senior residents' comment and tutor summarize", and eight items were set according to the post competency. SPSS 25.0 and R 4.3.1 software were used for statistical analysis and plotting.
      Results 13 residents (48.2%) chose mode C, which was the most popular among the three teaching modes, 9 residents (33.3%) chose mode A and 5 residents (18.5%) chose mode B. Model C was more effective than model A and model B in cultivating independent thinking ability (P < 0.05); Mode C was more significant than mode A in improving the ability of self-learning, with statistical difference (P < 0.05). The three modes were not statistically significant in other respects. There was no statistically significant difference in the selection of all items between unreviewed and reviewed grades.
      Conclusions The tutor's clinical lecture is indispensable. At the same time, the small lectures of RAT are also worth promoting and exploring, which can be used to train the teaching ability and improve the core competency of residents.

       

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