| 金朝龙,史学功.人工智能辅助教学法在超声心动图带教中的应用[J].安徽医药,待发表. |
| 人工智能辅助教学法在超声心动图带教中的应用 |
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| 投稿时间：2025-04-25 录用日期：2025-05-22 |
| DOI： |
| 中文关键词: 人工智能 超声心动图 教学 |
| 英文关键词: |
| 基金项目:安徽省卫生健康科研项目(AHWJ2024Aa20173) |
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| 摘要点击次数: 111 |
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| 中文摘要: |
| 目的：探讨人工智能辅助教学法在超声心动图带教中的应用价值。
方法：选取2022年1月-2025年3月于安徽医科大学第一附属医院规培生为研究对象，共76名，采用简单随机化方法，按照1∶1比例分配原则，分为观察组和对照组。观察组采用人工智能辅助教学方法，对照组采用传统教学方法，对比分析两组学生规培后考核成绩、综合能力、教学效果、教学满意度等方面的差异。
结果：1.两组学生规培后理论成绩、实践成绩及综合能力评分比较:观察组理论成绩和实践成绩均高于对照组（P＜0.001）。观察组与对照组切面显示能力评分比较差异无统计学意义（P=0.312），余观察组综合能力各指标得分均高于对照组（P＜0.05）。
2.两组规培生教学满意度比较:观察组评分为：94.74%，对照组评分为81.58%，观察组高于对照组（P＜0.05）。
3.两组规培生教学效果比较:观察组教学效果各指标均高于对照组（P＜0.05）。
4.两组学生规培前后综合能力组内比较:观察组规培后综合能力各指标分数均较规培前高（p＜0.001）。对照组规培前、后空间构思能力比较，差异无统计学意义（p=0.082），余综合能力各指标均高于规培前（p＜0.001）。
结论：人工智能辅助教学法在超声心动图带教中的应用具备一定效果，可以提高规培生对理论知识的掌握，提升实践操作技能水平、增强综合应用能力，提高创新思维能力，提升教学满意度。 |
| 英文摘要: |
| Objective: To explore the application value of artificial intelligence-assisted teaching method in the teaching of echocardiography.
Methods: A total of 76 standardized trainees from the First Affiliated Hospital of Anhui Medical University from January 2022 to March 2025 were selected as the research subjects. The patients were divided into observation group and control group by simple randomization according to the principle of 1∶1 proportion allocation. The observation group adopted the AI-assisted teaching method，Traditional teaching methods were used in the control group. The differences between the two groups of students in terms of assessment scores, comprehensive abilities, teaching effects, and teaching satisfaction after standardized training were compared and analyzed.
Results：1. Comparison of theoretical scores, practical scores and comprehensive ability scores of the two groups of students after standardized training: The theoretical scores and practical scores of the observation group were both higher than those of the control group (P< 0.001). The comparison of the section display ability score between the observation group and the control group showed no statistically significant difference (P=0.312), while the scores of each index of the comprehensive ability in the observation group were higher than those in the control group (P< 0.05).
2. Comparison of teaching satisfaction between the two groups of standardized trainees: The score of the observation group was 94.74%, and that of the control group was 81.58%. The score of the observation group was higher than that of the control group (P< 0.05).
3. Comparison of teaching effects between the two groups of standardized training students:all the indicators of teaching effect in the observation group were higher than those in the control group (P < 0.05).
4. Comparison of comprehensive ability within the two groups of students before and after standardized training: The scores of each index of comprehensive ability in the observation group after standardized training were all higher than those before standardized training (p< 0.001). The comparison of spatial conception ability before and after standardized training in the control group showed no statistically significant difference (p=0.082), while all indicators of the remaining comprehensive ability were higher than those before standardized training (p< 0.001).
Conclusion：The application of artificial intelligence-assisted teaching method in the teaching of echocardiography has certain effects. It can improve the mastery of theoretical knowledge of standardized trainees, enhance the level of practical operation skills, strengthen the comprehensive application ability, improve the innovative thinking ability, and increase the teaching satisfaction. |
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