Objective

2

To explore the teaching effect of combining diversified teaching modes with individualized teaching methods in musculoskeletal ultrasound training classes compared with traditional teaching modes.

Methods

2

The 109 trainees participated in the muscle and bone ultrasound training classes from June 2020 to June 2022 were included as the research subjects and divided into the observation group (

n

=53) and control group (

n

=56). The control group received traditional teaching modes

while the observation group received diversified teaching modes in combination with individualized teaching methods. The differences in teaching satisfaction and final exam scores between the two groups were compared after training. Statistical analysis was conducted using the software SPSS 27.0. Categorical data were presented as cases and percentages

while continuous data were presented as mean±standard deviation. The intergroup differences in continuous variables were compared using the

t

-test

while the intergroup differences in categorical variables were compared using the chi-square test.

Results

2

There were no significant differences in age

sex

education

and professional title between the control group and the observation group (

P

>

0.05). The comprehensive satisfaction score of ultrasound teaching was (88.08±6.65) in the observation group and (80.71±8.59) in the control group

with a significant difference between the two groups (

χ

2

=5.02

P

<

0.01). Before training

the test scores of the control group and the observation group were (62.61±5.39) and (63.87±7.77)

respectively

and there was no significant difference between the two groups (

t

=0.98

P

=0.330). The final scores

theoretical exam

computer operation

and video reading exam scores of the control group were (84.07±1.49)

(82.39±1.97)

(85.13±2.55)

and (86.79±6.06)

respectively

while those of the observation group were (90.06±2.17)

(88.28±3.19)

(88.92±3.23)

and (96.23±5.96); there were significant differences between the two groups in these four indicators (

t

=16.75

11.53

6.79

and 8.20

respectively;

P

<

0.01). The scores were compared for the two groups of trainees classified based on their unit level

professional title

and educational b

ackground. Trainees with the same unit level

professional title

and educational background showed no significant differences in test scores between the two groups

though their final scores were significantly different (

P

<

0.01).

Conclusions

2

The combination of diversified teaching modes and individualized teaching methods can increase the learning enthusiasm of trainees

improve the teaching effect of training classes

and increase the satisfaction of trainees.