信息化教学在传染病学规培生实战能力培养模式探索

The Exploration of Informatization Teaching in the Training Mode of Practical Ability for Standardized Training Residents in the Department of Infectious Diseases

摘要: 目的：探索信息化教学在传染病学规培生实战能力培养模式的实践意义。方法：选取2024年7月~2025年12月在复旦大学附属闵行医院进行规范化培训的住院医师规范化培训学员96名，实施雨课堂线上混合式教学结合情景模拟等教学方式，采用学员自身前后对照研究，比较教学实施前后学员的理论知识掌握率、临床实践操作能力及医患沟通满意度，并结合教学过程性数据进行综合分析。结果：规培生传染病学理论知识掌握率从65%提升至92%，期末考试平均成绩(85.3 ± 4.7)分，显著高于实施前(62.5 ± 5.8)分(P < 0.05)；临床实践操作合格率、新发传染病识别准确率均提升至90%以上，医患沟通满意度较传统教学模式提高30%(P < 0.05)。课堂参与度由60%提升至95%，规培生人均实践操作次数增加4倍。结论：信息化教学体系有效破解了传统传染病学规培教学的弊端，实现了理论教学与实践培养的深度融合，显著提升了学员的核心职业能力，构建了可复制、可推广的教学新模式，为医学教育数字化转型提供了重要实践参考。

Abstract: Objective: Exploring the Practical Significance of Information-based Teaching in Cultivating Practical Skills for Infectious Disease Residents. Methods A total of 96 standardized residency trainees who received standardized training at Minhang Hospital Affiliated to Fudan University from July 2024 to December 2025 were selected. The teaching was implemented through the collaborative promotion of mixed online teaching via Rain Classroom and scenario simulation. A self-controlled study was adopted to compare the theoretical knowledge mastery rate, clinical practical operation ability, and doctor-patient communication satisfaction of the trainees before and after the teaching implementation. Comprehensive effect analysis was conducted combined with the process-oriented teaching data. Results After the implementation, the mastery rate of infectious diseases theoretical knowledge among the trainees increased from 65% to 92%, and the average score of the final closed-book exam was (85.3 ± 4.7) points, which was significantly higher than that before the implementation [(62.5 ± 5.8) points, P < 0.05]. The qualified rate of clinical practical operations and the accuracy rate of identifying emerging infectious diseases both increased to more than 90%, and the doctor-patient communication satisfaction was 30% higher than that of the traditional teaching model (P < 0.05). The classroom participation rate rose from 60% to 95%, and the average number of practical operations per trainee increased by 4 times. Conclusion The informatized teaching system effectively addresses the core pain points of traditional standardized residency training in infectious diseases, realizes the in-depth integration of theoretical teaching and practical training, significantly improves the core professional competence of the trainees, and constructs a replicable and promotable new teaching model. It provides important practical reference for the digital transformation of medical education.