Triple Teaching Method Ultrasound Medicine Resident Physicians Medical Education
南京医科大学儿科学院教育研究课题（2024ek11）
目的：探讨“三联教学”模式即传统讲授教学法（LBL）+问题导入教学法（PBL）+ 案例教学法（CBL）在超声科住院医师培养中的应用效果。方法：选取南京市儿童医院超声科2023年6月至2024年6月招录的住院医师48名，随机分为对照组和试验组，每组各24名。对照组采用传统LBL教学法，试验组采用“三联教学”模式，培养周期为1年。对两组理论考核成绩、实践操作技能考核成绩、临床思维能力评估及教学满意度调查等方面进行比较分析。结果：试验组在各项考核评估及教学满意度方面均优于对照组，其中实践操作技能与临床思维能力的提升具有显著统计学差异（P < 0.01）。教学满意度调查结果显示，试验组在教学氛围、教学内容实用性及课程设计合理性三个维度的认可率均显著高于对照组（P < 0.05）。结论：“三联教学”模式有助于提升超声科住院医师综合能力，提高教学质量，为超声科医学人才培养提供一种更加有效的模式。
Objective：To explore the application effects of the “Triple-Teaching” model［Lecture-Based Learning（LBL）+ Problem-Based Learning（PBL）+ Case-Based Learning（CBL）］in the training of ultrasound resident physicians. Methods：A total of 48 resident physicians recruited by the Ultrasound Department of Nanjing Children’s Hospital from June 2023 to June 2024 were randomly divided into a control group（n=24，traditional LBL method）and an experimental group（n=24，“Triple-Teaching” model）. The time period is 1 year. Training outcomes were evaluated through theoretical examinations，practical skill assessments，clinical thinking ability evaluations，and teaching satisfaction surveys. Results：The experimental group outperformed the control group in all assessments，with significant improvements in practical skills and clinical thinking ability（P < 0.01）. Satisfaction surveys indicated higher approval rates in teaching atmosphere，content relevance，and curriculum design（P < 0.05）. Conclusion：The integrated “Triple-Teaching” model effectively enhances the comprehensive competencies of ultrasound resident physicians. Effectively improved teaching quality. This approach provides an effective framework for cultivating high-quality ultrasound specialists.