Centre for Reproductive Medicine, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Henan Key Laboratory of Reproduction and Genetics, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, China.
BMC Med Educ. 2024 Nov 6;24(1):1270. doi: 10.1186/s12909-024-06257-6.
Traditional methods of training in ultrasound technology make it difficult for postgraduate reproductive medicine students to rapidly develop into doctors who can perform clinical examinations independently. It is necessary to explore an efficient method for ultrasound training. The purpose of this study was to investigate whether the step-by-step (SBS) teaching improves the ultrasound diagnosis and clinical work level of reproductive medicine graduate students.
A total of fifty postgraduate reproductive medicine students who participated in ultrasound room training were selected at random and divided into two groups: a traditional teaching control group and a stepwise teaching experimental group. A comparison was subsequently conducted between the two groups in terms of theoretical level, skill operation, comprehensive ability and teaching evaluation.
In terms of theory, skills, and comprehensive assessment, the experimental group exhibited superior performance compared to the control group (P < 0.05). The experimental group rated the instructors' teaching ability and methods significantly better than did the control group (P < 0.05). The experimental group's overall satisfaction with the training was better than that of the control group, but the difference was not statistically significant (P > 0.05).
The stepped teaching model has the potential to facilitate the acquisition of clinical ultrasound detection and diagnostic techniques by postgraduate reproductive medicine students, thereby enhancing their overall competence and satisfaction with the teaching process.
传统的超声技术培训方法使得生殖医学研究生难以迅速成长为能够独立进行临床检查的医生。因此，有必要探索一种有效的超声培训方法。本研究旨在探讨逐步式（SBS）教学是否能提高生殖医学研究生的超声诊断和临床工作水平。
随机选取 50 名参加超声室培训的生殖医学研究生，分为传统教学对照组和逐步教学实验组。然后对两组的理论水平、技能操作、综合能力和教学评价进行比较。
在理论、技能和综合评估方面，实验组明显优于对照组（P<0.05）。实验组对带教老师的教学能力和方法的评价明显优于对照组（P<0.05）。实验组对培训的总体满意度好于对照组，但差异无统计学意义（P>0.05）。
阶梯式教学模式有助于生殖医学研究生掌握临床超声检测和诊断技术，提高其整体能力和对教学过程的满意度。
