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

Corresponding author: TIAN Jing, tianjing920@163.com

DOI: 10.12201/bmr.202609.00013

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  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

  Submit time: 8 September 2026

  Copyright: The copyright holder for this preprint is the author/funder, who has granted biomedRxiv a license to display the preprint in perpetuity.
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