A practical exploration of the hierarchical progressive training model in slide review instruction in the department of laboratory medicine

Ma Juan; Shen Lisong; Li Meixing; Gao Limei; Zheng Yingxia

doi:10.3760/cma.j.cn116021-20250928-02177

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A practical exploration of the hierarchical progressive training model in slide review instruction in the department of laboratory medicine

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- A practical exploration of the hierarchical progressive training model in slide review instruction in the department of laboratory medicine
- Chinese Journal of Medical Education Research Pages: 1-7(2025)
- 作者机构：
  
  上海交通大学医学院附属新华医院检验科，上海 200092
- 作者简介：
  
  Zheng Yingxia, Email: zhengyingxia@xinhuamed.com.cn
- 基金信息：
  
  2024 Planning Project of the Shanghai Higher Education Association(2QYB24058)
- DOI：10.3760/cma.j.cn116021-20250928-02177
  CLC： R4
- Received：28 September 2025，
  
  Published Online：21 November 2025，
- 稿件说明：
移动端阅览
Ma Juan, Shen Lisong, Li Meixing, et al. A practical exploration of the hierarchical progressive training model in slide review instruction in the department of laboratory medicine[J/OL]. Chinese Journal of Medical Education Research, 2025, 1-7.
DOI：

Ma Juan, Shen Lisong, Li Meixing, et al. A practical exploration of the hierarchical progressive training model in slide review instruction in the department of laboratory medicine[J/OL]. Chinese Journal of Medical Education Research, 2025, 1-7. DOI： 10.3760/cma.j.cn116021-20250928-02177.

摘要

目的

探讨基于分层递进理念的教学阅片模式，对检验医学科住院医师在住院医师规范化培训中的专业知识、形态学诊断技能培养及教学满意度的影响。

方法

选取2016年9月至2024年12月，在上海交通大学医学院附属新华医院检验医学科接受住培的住院医师作为研究对象。其中，2022年度至2024年度接受分层递进模式教学阅片活动的住院医师设为观察组（20人），分层递进教学阅片实施包括教学目标三分层、教学内容互动四环节以及综合考核五维度评价。2016年度至2021年度沿用传统模式教学阅片的住院医师设为对照组（25人）。在专业基地接受住培教学阅片活动后，分别比较2组住院医师的出科考核（包括理论、技能及形态学考核）成绩和教学满意度（教学设计、教学内容、技能掌握程度）的差异。统计学处理采用SPSS 25.0软件，计量资料组间比较采用独立样本

检验，计数资料组间比较采用卡方检验或Fisher确切概率法检验，检验水准

=0.05。

结果

采用分层递进模式教学阅片的观察组，住院医师的出科考核成绩显著高于采用传统阅片的对照组[理论成绩（91.35±2.96）分 vs.（86.00±6.23）分，

0.001；技能成绩（46.45±2.50）分 vs.（43.64±2.78）分，

0.001；形态学考核成绩（45.75±1.77）分 vs.（41.20±3.27）分，

0.001

]

。观察组住院医师对教学设计、教学内容及技能掌握的满意度均高于对照组[教学设计满意度95.00%（19/20） vs. 72.00%（18/25），教学内容满意度95.00%（19/20） vs. 80.00%（20/25），技能掌握满意度95.00%（19/20） vs. 68.00%（17/25）

]

，但2组住院医师的教学满意度差异无统计学意义。

结论

基于分层递进模式的教学阅片，能有效促进检验医学科住院医师专业知识和形态学诊断技能的提升，提高教学活动满意度，具有可借鉴的推广应用价值。

Abstract

Objective

To explore the effects of slide review instruction based on the hierarchical progressive training model on the professional knowledge

morphological diagnostic skills

and teaching satisfaction of residents in the department of laboratory medicine during standardized residency training.

Methods

Residents who received training in the Department of Laboratory Medicine at Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine between September 2016 and December 2024 were selected as the study subjects. Those who participated in slide review instruction based on hierarchical progressive training model between 2022 and 2024 were included in the experimental group (

=20). The hierarchical progressive training model included three-tiered differentiated learning goals

four-phase interactive learning process

and five-dimensional comprehensive assessment system. Residents who underwent traditional slide review instruction between 2016 and 2021 were designated to the control group (

=25). After completing the slide review instruction within the specialized training base

the two groups were compared regarding their rotation examination scores (theory

skills

and morphological diagnosis) and satisfaction with teaching (teaching design

content

and skill mastery). Statistical analysis was performed using SPSS 25.0 software. In inter-group comparisons

independent-sample

-tests were used for continuous variables

and chi-square or Fisher's exact tests for categorical data

with a significance level of

=0.05.

Results

The theory

skill

and morphological diagnosis scores of the experimental group were higher than those of the control group [theory scores: (91.35±2.96) points vs. (86.00±6.23) points

0.001; skill scores: (46.45±2.50) points vs. (43.64±2.78) points

0.001; morphological diagnosis scores: (45.75±1.77) points vs. (41.20±3.27) points

0.001

]

. The levels of satisfaction with teaching were higher in the experimental group than in the control group [satisfaction with teaching design: 95.00%(19/20) vs. 72.00%(18/25); satisfaction with teaching content: 95.00%(19/20) vs. 80.00%(20/25); satisfaction with skill mastery: 95.00%(19/20) vs. 68.00%(17/25)

]

However

the differences in teaching satisfaction between the two groups were not statistically significant.

Conclusions

The hierarchical progressive training model in slide review instruction effectively enhanced laboratory medicine residents' professional knowledge and morphological diagnostic skills while improving overall teaching satisfaction. This model possesses valuable potential for broader application and promotion.

关键词

Keywords

references

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