Innovations and explorations in the reform of practical teaching of ultrasound medicine
学术会议赋能超声医学实践教学的创新与探索

摘要

目的 分析学术会议资源在超声医学本科生实践教学中的应用价值。方法 以温州医科大学医学影像学本科生为研究对象，通过课程教学、临床实践、学术拓展三个维度的改革，实现学术会议进课堂，推进超声医学实践教学改革。以学生自评的方式，对比改革前后学生的能力提升情况，以评估改革成效。结果 114名学生匿名进行了课程反馈。绝大多数学生（96.49%）认为，专业学术会议有助于拓展学术视野。就参会动机而言，最受关注的议题是前沿技术主题（81.58%）、临床案例与实践结合（72.81%）以及跨学科融合议题（70.18%），学生面临的主要障碍包括时间冲突（60.53%）以及专业知识储备不足（60.53%）。在能力提升方面，学生采用李克特量表（Likert scale）5级评分法（1=无提升，5=显著提升）对各项能力提升程度进行自评，临床思维、理论知识、跨学科协作、科研素养及技术应用能力的提升得分依次为：（4.10±0.96）、（4.02±0.96）、（3.97±1.00）、（3.96±1.00）和（3.89±1.05）。结论 学术会议资源融入本科实践教学显著提升了学生的综合素养，是培养超声医学创新人才的有效途径。

Abstract

Objective To analyze the application value of integrating academic conference resources into practical teaching in the training of undergraduate students majoring in ultrasound medicine.
Methods Taking undergraduate students majoring in medical imaging at Wenzhou Medical University as the subjects, the reform was carried out through three dimensions: course teaching, clinical practice, and academic expansion, to bring academic conferences into the classroom and promote the reform practice of undergraduate teaching in ultrasound medicine. The improvement of students' abilities before and after the reform was compared through self-evaluation to comprehensively assess the effectiveness of the reform.
Results 114 students submitted anonymous course feedback. The vast majority of students (96.49%) recognized the positive impact of professional academic conferences in expanding their academic horizons. Regarding the motivation for attending the conferences, the most frequently mentioned topics were the frontier technology theme (81.58%), clinical case and practical combination (72.81%), and interdisciplinary integration topics (70.18%). The main obstacles faced by the students included time conflicts (60.53%) and insufficient professional knowledge reserves (60.53%). Students self-assessed their ability improvement using a 5-point Likert scale (1 = no improvement, 5 = significant improvement). The scores for clinical thinking, theoretical knowledge, interdisciplinary collaboration, research literacy, and technical application skills were (4.10 ± 0.96), (4.02 ± 0.96), (3.97 ± 1.00), (3.96 ± 1.00), and (3.89 ± 1.05), respectively.
Conclusion   Integrating academic conference resources into undergraduate practical teaching significantly enhances students' overall competence and provides a viable strategy for fostering innovative talent in ultrasound medicine.