School of Medical Information & Engineering of Xuzhou Medical College, Xuzhou 221004, Jiangsu, China.
J Healthc Eng. 2022 Apr 21;2022:4043992. doi: 10.1155/2022/4043992. eCollection 2022.
A retrospective cohort study was conducted to analyze the application value of Python programming in general education and comprehensive quality improvement of medical students.
A retrospective analysis was made on the application value of Python programming in the general education classroom of medical students from September 2020 to July 2021 by undergraduate students majoring in anesthesia in grade 2020, imaging in grade 2019, clinical in grade 2020, and laboratory sciences in grade 2020 in our university. A hundred students who used Python programming in general education class were divided into study group and control group. The teaching satisfaction, medical knowledge and lifelong learning ability, clinical skills, medical service ability, disease prevention, health promotion ability, interpersonal communication ability, and information management and research ability were compared between the two groups.
In a comparison of teaching satisfaction between the two groups, the study group was very satisfied in 89 cases, satisfactory in 10 cases, and general in 1 case, and the satisfaction rate was 100.00%; the control group was very satisfied in 54 cases, satisfactory in 23 cases, general in 13 cases, and dissatisfied in 10 cases, and the satisfaction rate was 90.00%. The teaching satisfaction in the study group was higher than that in the control group, and the difference was statistically significant ( < 0.05). Compared with the control group, medical knowledge ability (basic knowledge, general education, and professional knowledge) and lifelong learning ability (learning concept and professional learning attitude) in the research group were significantly higher than those in the research group ( < 0.05). The scores of clinical skills (medical history analysis, basic diagnosis, treatment techniques, and disease analysis) and medical service ability (first aid ability, comprehensive analysis ability, and disease analysis ability) in the study group were significantly higher than those in the control group ( < 0.05). In terms of the ability of disease prevention and health promotion, the scores of disease prevention (health guidance, health education, and self-care) and health promotion ability (cooperative participation in diagnosis and treatment, guidance of medical and health work, and rational use of health resources) in the study group were higher than those in the control group, and the difference was statistically significant ( < 0.05). In the comparison of interpersonal communication ability, the scores of listening, expression, understanding, trust, medical terminology, and communication ability in the study group were higher than those in the control group, and the difference was statistically significant ( < 0.05). Comparing information management with research ability, the scores of information management ability (searching information, screening information, and sorting information) and research ability (arrangement ability, planning ability, and execution ability) in the research group were higher than those in the control group, and the data difference was statistically significant ( < 0.05).
The application of the Python programming method in general education and comprehensive quality improvement of medical students can effectively improve medical students' teaching satisfaction and medical knowledge such as lifelong learning ability, clinical skills, medical service ability, disease prevention, health promotion ability, interpersonal communication ability, and information management and research ability, which has a positive impact on the improvement of comprehensive quality.
本回顾性队列研究旨在分析 Python 编程在医学生通识教育和综合素质提升中的应用价值。
选取我校 2020 级麻醉学、2019 级影像学、2020 级临床医学、2020 级实验室科学专业本科生，对 2020 年 9 月至 2021 年 7 月在通识教育课堂中应用 Python 编程的情况进行回顾性分析。将 100 名使用 Python 编程的通识教育班学生分为研究组和对照组。比较两组教学满意度、医学知识和终身学习能力、临床技能、医疗服务能力、疾病预防、健康促进能力、人际交往能力和信息管理与研究能力。
两组教学满意度比较，研究组非常满意 89 例，满意 10 例，一般 1 例，满意度为 100.00%；对照组非常满意 54 例，满意 23 例，一般 13 例，不满意 10 例，满意度为 90.00%。研究组教学满意度高于对照组，差异有统计学意义（<0.05）。与对照组相比，研究组的医学知识能力（基础知识、通识教育和专业知识）和终身学习能力（学习观念和专业学习态度）明显更高（<0.05）。研究组的临床技能（病史分析、基本诊断、治疗技术和疾病分析）和医疗服务能力（急救能力、综合分析能力和疾病分析能力）评分明显高于对照组（<0.05）。在疾病预防和健康促进能力方面，研究组的疾病预防（健康指导、健康教育和自我保健）和健康促进能力（参与诊断和治疗的合作、医疗保健工作的指导和合理利用卫生资源）评分高于对照组，差异有统计学意义（<0.05）。在人际交往能力方面，研究组的倾听、表达、理解、信任、医学术语和沟通能力评分均高于对照组，差异有统计学意义（<0.05）。在信息管理与研究能力方面，研究组的信息管理能力（信息搜索、信息筛选和信息分类）和研究能力（安排能力、规划能力和执行能力）评分均高于对照组，数据差异有统计学意义（<0.05）。
Python 编程方法在医学生通识教育和综合素质提升中的应用，能有效提高医学生的教学满意度和医学知识，如终身学习能力、临床技能、医疗服务能力、疾病预防、健康促进能力、人际交往能力和信息管理与研究能力等，对综合素质的提升具有积极影响。
