目的:探索和评价“线上教学-理论小课-Wetlab实操”眼解剖整合课程在眼科住院医师培范化培训(住培)教学中的应用和效果。方法:纳入中山大学中山眼科中心2023年新入培的住培学员93名,在岗前培训时进行眼解剖整合课程教学。在课程前后分别进行测试,评价课程教学效果,并在课程结束后采用匿名线下测试考核和满意度问卷调查的形式对课程的满意度进行调查。结果:培训前(T1)和培训后(T2)总分中位数分别是60分和70分,T1最低分、25%、75%和最高分分别是10、40、62.5和90,T2最低分、25%、75%和最高分分别是30、60、80和100,T2得分显著高于T1得分,差异具有统计学意义(P<0.000 1);T1和T2的自信度平均值分别为26.53±5.08、31.83±4.02,差异有统计学意义(P<0.001)。学员普遍表示对整合课程满意。结论:学员们接受整合课程培训后,对眼解剖学知识的掌握程度有明显提高,对整合课程满意度高。眼解剖整合课程有效性显著,是具有推广意义的教学改革。
Objective: To explore and evaluate the application and effect of an integrated ocular anatomy course comprising three main components: ‘online preview,’ ‘lecture,’ and ‘Wetlab dissection training’in the standardized training teaching of ophthalmology residents (hereinafter referred to as "resident training"). Methods: A total of 93 new resident trainees from Zhongshan Ophthalmic Center of Sun Yat-sen University in 2023 were included in the integrated course on ocular anatomy during pre-job training. Tests were carried out before and after the course to evaluate the teaching effect of the course, and questionnaires were issued after the course to investigate the satisfaction of the course. It adopts the form of anonymous offline test and satisfaction questionnaire. Results: The median total scores before (T1) and after (T2) training were 60 and 70, respectively; the lowest scores, 25%, 75% and highest scores of T1 were 10, 40, 62.5 and 90, respectively; the lowest scores, 25%, 75% and highest scores of T2 were 30, 60, 80 and 100, respectively, and the scores of T2 were significantly higher than those of T1. The difference was statistically significant (P<0.000 1). The mean confidence of T1 and T2 were 26.53±5.08 and 31.83±4.02, respectively, and the difference was statistically significant (P<0.001). Participants generally expressed satisfaction with the integrated programme. Conclusions: After receiving the training of the integrated course, the students' mastery of the knowledge of ocular anatomy has been significantly improved, and the satisfaction of the integrated course is high. The integrated course on ocular anatomy is effective, and it is a teaching reform with popularization significance.
目的:了解思政元素融入临床医学八年制眼科学整合课程的学生满意度与教学效果。方法:对中山大学临床医学八年制的五年级医学生进行匿名纸质版问卷调查,评估学生对思政教育的满意度与教育效果。对问卷结果进行描述性统计分析,计数资料以频率与百分比的形式表示。结果:共回收有效问卷90份,91%的学生认同在课程中融入思政元素,93%的学生认为思政与课程的融合度为好或者非常好,82%的学生认为思政课程对激发眼科学兴趣有帮助。思政题目的总体正确率高达92.9%,正确率从高到低依次为:医患沟通(100%)、眼科历史(98.9%)、政策要点(83.3%)、研究前沿(82.2%)。结论:临床医学八年制学生对眼科学整合课程的思政元素融合的满意度高。思政教育获得良好效果,学生对思政知识的掌握度高。后续课程在保持学生对医患沟通以及学科历史兴趣的同时,还应加强对于研究前沿和政策要点的教育。
Objective: To investigate the student satisfaction and educational effect of integrating ideological and political elements into the eight-year clinical medicine ophthalmology integrated curriculum. Methods: An anonymous paper questionnaire survey was administered to fifth-grade clinical medicine students ofthe eight-year clinical medicine program of Sun Yat-sen University to assess students’ satisfaction with ideological and political education as well as the educational effectiveness. Descriptive statistical analysis was performed on thequestionnaire results, and the qualitative data were represented by frequency and percentage. Results: Ninety valid surveys were collected. 91% of the students agreed with the incorporation of ideological and political elements into the curriculum, 93% of the students thought the incorporation of ideological and political elements into the curriculum was good or very good, and 82% of the students believed that the ideological and political curricula helped arouse their interest in ophthalmology. The overall correct rate for ideological and political questions reached 92.9%, with the following correct rates from most accurate to least accurate: doctor-patient communication (100%), history of ophthalmology (98.9%), policy (83.3%), and research frontier (82.2%). Conclusion: Eight-year clinical medicine students are highly satisfied with the integration of intellectual and political components into the ophthalmology integration curriculum. Ideological and political education has yielded favorable results, with students demonstrating a thorough grasp of ideological and political facts. Future curricula should expand students’ awareness of research frontiers and policy issues while maintaining their interest in doctor-patient communication and the history of ophthalmology.