基于PDCA循环的“三明治”式反馈提高放射科住培师资教学阅片带教能力研究

陈洽丰; 肖育斌; 孙丹苗; 王焕鹏; 黄立鹏; 陈伟松; 梅维; 黄瑞滨

doi:10.3760/cma.j.cn116021-20240629-02104

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基于PDCA循环的“三明治”式反馈提高放射科住培师资教学阅片带教能力研究

住院医师规范化培训 | 更新时间：2025-11-21

- 基于PDCA循环的“三明治”式反馈提高放射科住培师资教学阅片带教能力研究
- A study on enhancing the ability of faculty in the department of radiology in teaching radiological image interpretation during residency training using a "sandwich" feedback method based on the PDCA cycle
- 中华医学教育探索杂志 2025年24卷第11期页码：1546-1553
- 作者机构：
  
  汕头大学医学院第一附属医院放射科，汕头 515041
- 作者简介：
  
  黄瑞滨，Email：719552071@qq.com
- 基金信息：
  
  2024 年广东省研究生教育创新计划项目(2024ANLK_032);2023年度广东省临床教学基地教学改革研究项目(粤教高函〔2023〕32号-124)
- DOI：10.3760/cma.j.cn116021-20240629-02104
  中图分类号： R4;G420
- 收稿：2024-07-08，
  
  纸质出版：2025-11-20
- 稿件说明：
移动端阅览
陈洽丰, 肖育斌, 孙丹苗, 等. 基于PDCA循环的“三明治”式反馈提高放射科住培师资教学阅片带教能力研究[J]. 中华医学教育探索杂志, 2025, 24(11): 1546-1553.

Chen Qiafeng, Xiao Yubin, Sun Danmiao, et al. A study on enhancing the ability of faculty in the department of radiology in teaching radiological image interpretation during residency training using a "sandwich" feedback method based on the PDCA cycle[J]. Chinese Journal of Medical Education Research, 2025, 24(11): 1546-1553.
陈洽丰, 肖育斌, 孙丹苗, 等. 基于PDCA循环的“三明治”式反馈提高放射科住培师资教学阅片带教能力研究[J]. 中华医学教育探索杂志, 2025, 24(11): 1546-1553. DOI： 10.3760/cma.j.cn116021-20240629-02104.

Chen Qiafeng, Xiao Yubin, Sun Danmiao, et al. A study on enhancing the ability of faculty in the department of radiology in teaching radiological image interpretation during residency training using a "sandwich" feedback method based on the PDCA cycle[J]. Chinese Journal of Medical Education Research, 2025, 24(11): 1546-1553. DOI： 10.3760/cma.j.cn116021-20240629-02104.

摘要

目的

探讨基于PDCA[计划（plan）、执行（do）、检查（check）、调整（action）]循环的“三明治”式反馈法在提升放射科住院医师规范化培训带教师资临床教学阅片带教水平中的应用价值。

方法

研究对象为2023年1月至2024年1月期间放射科的6名住院医师规范化培训带教师资。本研究采用PDCA循环的“三明治”式反馈法，对带教师资的临床教学阅片水平实施每季度一轮的改进措施。同时，对师资的带教水平进行住院医师评价和同行师资评价，并开展满意度调查。

结果

对各轮次PDCA循环中的师资水平进行对比，住院医师及同行师资对带教师资的评分呈递增趋势［第1至第4季度得分分别为：（77.00±2.53）/（80.33±3.26）、（79.16±2.04）/（82.83±2.86）、（81.83±1.17）/（85.16±1.17）、（83.00±1.41）/（86.00±1.41）］。重复测量的方差分析结果表明，季度对同行师资评分和住院医师评分均有显著影响（

0.001），且经过格林豪斯-盖塞尔校正法（Greenhouse-Geisser correction，G-G）和赫因-费尔特校正法（Huynh-Feldt correction，H-F）校正后，结果仍然显著。共性失分点的得分也稳步提高。此外，88.88%（24/27）的带教师资对该反馈模式表示“满意”或“非常满意”。在教学反馈是必要的，有助于规范化教学活动实施；反馈前的开场营造良好氛围有必要且很好；“三明治”式反馈对带教师资教学阅片带教能力提升很有帮助；“三明治”式反馈能促进带教师资教学反思这4个条目上，住院医师及同行师资的得分比较，差异无统计学意义（

0.05）。

结论

基于PDCA循环的“三明治”反馈法能有效提高放射科师资的临床教学阅片带教能力，为实现教学同质化提供新的思路。

Abstract

18] 罗三桂，刘莉莉. 我国高校课程考核改革趋势分析[J]. 中国大学教学， 2014（12）： 71-74. DOI: 10.3969/j.issn.1005-0450.2014.12.018.

Objective

To explore the value of the "sandwich" feedback method based on the PDCA (plan

check

action) cycle in improving the ability of faculty in the department of radiology in teaching clinical radiological image interpretation during standardized residency training.

Methods

The study involved six faculty members engaged in standardized residency training in the department of radiology from January 2023 to January 2024. The "sandwich" feedback method based on PDCA cycle was adopted to improve their ability in teaching clinical radiological image interpretation quarterly. The teaching ability was evaluated by residents and peer faculty members. A survey on teaching satisfaction was carried out.

Results

Comparison of the teaching ability between PDCA cycles demonstrated a progressive increase in scores as rated by both residents and peer faculty members (scores from quarter 1 to quarter 4 were (77.00±2.53)/(80.33±3.26)

(79.16±2.04)/(82.83±2.86)

(81.83±1.17)/(85.16±1.17)

(83.00±1.41)/(86.00±1.41). ANOVA of repeated measures indicated that quarter had a significant impact on both peer faculty member and resident evaluations (

0.001)

and the results remained significant after Greenhouse-Geisser correction (G-G) and Huynh-Feldt correction (H-F). Moreover

a steady increase was observed in the scores of common deficiencies. The questionnaire survey showed that 88.88% (24/27) of the faculty members were "satisfied" or "very satisfied" with the feedback model. There were no significant differences in the scores of teaching feedback is necessary and aids in standardized teaching activities

creating an atmosphere before feedback is essential and effective "sandwich" fee

dback is helpful in improving the ability of faculty in teaching radiological image interpretation

and "sandwich" feedback can promote teaching reflection among faculty" between resident and peer faculty member evaluations (

0.05).

Conclusions

The "sandwich" feedback method based on the PDCA cycle can effectively improve the ability of faculty in teaching clinical radiological image interpretation in the department of radiology and provide new ideas for achieving teaching homogeneity.

关键词

Keywords

references

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