RESUMEN
Objective:To investigate the application value of WeChat-based problem-based learning teaching method combined with micro-classroom in the teaching of contrast-enhanced gastrointestinal ultrasound imaging for residents in standardized residency training.Methods:A total of 40 trainees who underwent the standardized residency training in the Department of Ultrasound, The First Affiliated Hospital of Chongqing Medical University from January 2019 to June 2021 were selected as the research objects. They were randomly divided into the experimental group (WeChat-based PBL teaching method combined with micro-classroom) and the control group (traditional teaching method). The teaching content was the diagnosis of gastrointestinal ultrasound imaging. After the theoretical learning and practice, assessments of contrast-enhanced gastrointestinal ultrasound imaging including theory and operating practice were performed to all students. SPSS 22.0 was used for t test and rank sum test.Results:After training, the theoretical test scores of the experimental group were higher than those of the control group [(93.09±2.31) vs. (90.63±2.26)], and the difference was statistically significant ( P<0.05). However, there was no significant difference between the two groups in the number distribution of students at all levels of operational practice ( P>0.05). Conclusion:The WeChat-based PBL teaching method combined with micro-classroom is beneficial to improve students' knowledge of contrast-enhanced gastrointestinal ultrasound imaging, and is worth being popularized and applied in clinical teaching.
RESUMEN
Recently, the integrated medical curriculum with main line of organ system and with core of disease has played an important role in medical educational reform. During the teaching reform of ultrasonic imaging in the First Affiliated Hospital of Chongqing Medical University, there existed some main problems: simply considering the "integration" as "combination"; unreasonable arrangement of ultrasonic courses; different emphasis on teaching goals between the traditional and integrated teaching; deficient ultrasonic knowledge of clinical teachers, etc.. To solve those problems, teachers participated in the reform must take some measures: firstly, totally understand the spirit of integrated medical reform, and the goal of reform which is improving the clinical ability and quality of medical students but not the pure teaching of medical knowledge; secondly , adjust the curriculum establishment and content of ultrasonic imaging;thirdly, fully utilize the Picture Archiving and Communication System (PACS) system to complement the problem of deficient ultrasonic knowledge of clinical teachers.