通讯作者: 田婧, tianjing920@163.com

DOI：10.12201/bmr.202609.00013

Integrating Scientific Research Thinking into Multilevel Teaching in Ultrasound Medicine: Practice and Effects — A Case Study of Quantitative Indicator Instruction in Critical Care Bedside Ultrasound

• 摘要：摘要目的 评估将科研思维嵌入超声科分层带教体系后在重症床旁超声量化指标教学中的成效。方法 选取2025年2月—2026年2月于河南中医药大学第一附属医院超声科接受培训的90名学员，其中2022级影像医学技术专业实习生、2024级临床专业硕士专业学位研究生与2024级临床专业住院医师规范化培训学员各30名，按随机数字表分为对照组与观察组各45名（各类别均15名）。对照组行传统同质化教学；观察组以重症床旁超声量化指标M型超声、双平面辛普森法（Biplane Simpson Method，BPS）测得的射血分数（ejection fraction，EF）、肺实变、胸腔积液、视神经鞘直径（optic nerve sheath diameter，ONSD）超声等为载体行分层科研思维训练，为期1个月，从理论考核、操作技能考核、量化指标解读、科研思维与文献阅读及临床综合应用5个维度评价教学效果。结果 观察组5个维度得分均高于对照组：理论考核（85.8±4.8比74.8±6.3）、操作技能考核（85.1±5.8比74.4±6.9）、量化指标解读（84.6±6.6比72.1±8.3）、科研思维与文献阅读（83.4±7.1比70.0±8.0）、临床综合应用（85.4±6.0比74.1±7.7），t值分别为9.39、7.97、7.90、8.43、7.73，均P<0.001。分层分析示三类学员各维度得分亦均明显提升且增益侧重各异：影像技术实习生各维度提升均衡全面，操作技能考核与量化指标解读分别提升13.2分和11.4分；专硕研究生的科研思维与文献阅读、量化指标解读分别提升17.2分和15.0分，前者为各层级各维度中的最大增益；规培生的临床综合应用提升13.5分，达90.0分。结论 以重症床旁超声量化指标为依托、按学员类别融入科研思维的教学方案可有效提升超声科学员综合素养，在量化解读与科研思维养成上优势突出，值得推广。

  关键词： 超声医学；分层教学；科研思维；重症床旁超声；量化指标；住院医师规范化培训; ; ; ; ; 

   

  Abstract: AbstractObjective To evaluate the effectiveness of integrating scientific research thinking into a stratified teaching system within the ultrasound department, specifically in the instruction of quantitative metrics for critical care bedside ultrasound.Methods A total of 90 trainees who received training at the Department of Ultrasound, The First Affiliated Hospital of Henan University of Chinese Medicine, from February 2025 to February 2026 were enrolled. The cohort comprised 30 interns from the Class of 2022 in Medical Imaging Technology, 30 Master of Medicine (professional degree) postgraduates from the Class of 2024, and 30 residency trainees (standardized residency training) from the Class of 2024. They were randomly divided into a control group and an observation group, with 45 trainees in each (15 from each category). The control group received traditional homogenized teaching. The observation group underwent stratified scientific research thinking training for one month, using quantitative critical care bedside ultrasound metrics M?mode ultrasound, ejection fraction (EF) measured by the biplane Simpson method (BPS), lung consolidation, pleural effusion, optic nerve sheath diameter (ONSD) ultrasound, etc. as the teaching vehicle. Teaching effectiveness was evaluated across five dimensions: theoretical examination, practical skills assessment, quantitative metric interpretation, scientific research thinking and literature reading, and comprehensive clinical application.Results The observation group scored significantly higher than the control group in all five dimensions: theoretical examination (85.8±4.8 vs. 74.8±6.3), practical skills (85.1±5.8 vs. 74.4±6.9), quantitative metric interpretation (84.6±6.6 vs. 72.1±8.3), scientific research thinking and literature reading (83.4±7.1 vs. 70.0±8.0), and comprehensive clinical application (85.4±6.0 vs. 74.1±7.7), with t?values of 9.39, 7.97, 7.90, 8.43, and 7.73, respectively (all P<0.001). Stratified analysis revealed that all three trainee categories showed significant improvements across all dimensions, with different patterns of gain: imaging technology interns demonstrated balanced and comprehensive improvement, with increases of 13.2 points in practical skills and 11.4 points in quantitative metric interpretation; professional?degree postgraduates showed the greatest gains in scientific research thinking and literature reading (17.2 points) and quantitative metric interpretation (15.0 points)—the former being the largest increment among all dimensions and subgroups; residency trainees achieved a 13.5?point increase in comprehensive clinical application, reaching 90.0 points.Conclusion A teaching approach that embeds scientific research thinking stratified by trainee category, using critical care bedside ultrasound quantitative metrics as the core content, effectively enhances the overall competence of ultrasound trainees. It demonstrates particular advantages in quantitative interpretation and the cultivation of research?oriented thinking, and is therefore worthy of broader adoption.

  Key words: ultrasound medicine; stratified teaching; scientific research thinking; critical care bedside ultrasound; quantitative metrics; standardized residency training

  提交时间：2026-09-08

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• 序号	提交日期	编号	操作
  1	2026-08-28	10.12201/bmr.202609.00013V1	下载

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