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投稿时间：2023-10-17 网络发布日期：2024-08-20
投稿时间：2023-10-17 网络发布日期：2024-08-20
中文摘要: 目的 观察5G通信技术联合追踪式考核模式在口腔医院规培生带教中的应用。方法 采用回顾性研究方法，以2017年4月至2020年3月在华西口腔医院的规培生110名为对照组，采取传统教学+追踪式考核模式教学；以2020年4月至2023年3月在华西口腔医院的规培生110名为观察组，采取5G通信技术+追踪式考核模式。比较两组间教学考核成绩、学习积极主动性、问题解决能力及教学满意度。结果 教学结束后，观察组理论和技能测试成绩均显著高于对照组（P＜0.05）；两组学习积极主动性评分（深入学习、学习驱动力、扎实学习、控制学习和学习目标）均升高，且观察组各维度评分高于对照组（P＜0.05）；两组问题解决能力评分（正性问题定向、理性问题解决能力、负性问题定向、回避风格及冲动或疏忽风格）均升高，且观察组各维度评分均显著高于对照组（P＜0.05）；观察组教学满意度（互动、教学热情、师生关系、学习价值、知识面、作业评价及组织清晰）评分均显著高于对照组（P＜0.05）。结论 5G通信技术联合追踪式考核模式能有效提高口腔医院规培生带教教学质量，激发规培生学习积极主动性，增强问题解决能力，提升教学满意度。
Abstract:Objective To observe the application of 5G mobile networks combined with a tracking assessment model in the teaching of standardized trainees in the stomatological hospital. Methods One hundred and ten standardized trainees in West China Stomatological Hospital from April 2017 to March 2020 were selected as the control group and received traditional teaching + tracking assessment model teaching. Another 110 standardized trainees in West China Stomatological Hospital from April 2020 to March 2023 were enrolled as the observation group and adopted 5G mobile networks + tracking assessment model. The results of teaching assessment, learning initiative, problem-solving skills and teaching satisfaction were compared between the two groups. Results After teaching, the scores of theoretical and skill tests in the observation group were significantly higher than those in the control group (P＜0.05). The scores of learning initiative (in-depth learning, learning driving force, solid learning, controlled learning and learning goals) were increased in both groups (P＜0.05), and the scores of all dimensions in the observation group were higher than those in the control group (P＜0.05). The scores of problem-solving skills (positive problem orientation, rational problem-solving skills, negative problem orientation, avoidance style and impulsive or neglectful style) in both groups were enhanced (P＜0.05), and the scores in the observation group were higher than those in the control group (P＜0.05). The scores of teaching satisfaction (interaction, teaching enthusiasm, teacher-student relationship, learning value, knowledge scope, homework evaluation and organization clarity) in the observation group were significantly higher compared with those in the control group (P＜0.05). Conclusion 5G mobile networks combined with a tracking assessment model can effectively improve the teaching quality of standardized trainees in a stomatological hospital, stimulate the learning initiative, enhance the problem-solving skills and improve the teaching satisfaction of standardized trainees.
keywords: 5G mobile networks Tracking assessment Stomatology Learning initiative scale Standardized trainees Teaching
文章编号： 中图分类号：R780.1 文献标志码：B
基金项目:国家自然科学基金青年科学基金项目（82201003）；四川省自然科学基金面上项目（2022NSFSC0612）
引用文本：
杜玮,周学东,杜文.5G通信技术联合追踪式考核模式在口腔医院规培生带教中的应用观察[J].中国临床研究,2024,37(8):1294-1298.
杜玮,周学东,杜文.5G通信技术联合追踪式考核模式在口腔医院规培生带教中的应用观察[J].中国临床研究,2024,37(8):1294-1298.