Longitudinal Study on the Impact of Teaching Film Reading on the Clinical Thinking Ability of Ultrasound Residents
DENG Shuiping
LI Zhengyi
Abstract：Objective To explore the impact of teaching film reading on the clinical thinking ability of ultrasound residents.Methods A total of 40 residents from the ultrasound base of the First Affiliated Hospital of Shenzhen University,including those from the 2021,2022,and 2023 grades,were selected as the research subjects.The scores of three clinical thinking assessments for each resident were collected as the outcome variable.The time of training received(time)and the number of teaching film reading sessions attended(num)at each assessment were used as level 1 explanatory variables,while the residents'educational background(edu)was used as a level 2 explanatory variable to construct a multilevel model.Results An empty model was established with the assessment scores as the outcome variable,and the intraclass correlation coefficient(ICC)was calculated to be 0.398,indicating that the data were suitable for multilevel model analysis.Random intercept models were established by adding time,num,and both time and num at level 1,respectively.The residual variances at level 1 decreased by 77.9%,66.3%,and 86.4%(P<0.05),respectively.After adding the edu variable at level 2,the fixed effects of the multilevel model showed that both time and num positively affected the assessment scores(P<0.05),and edu had a significant effect on the intercept difference but no interaction with time and num(P>0.05).Conclusion Teaching film reading can significantly improve the clinical thinking ability of ultrasound residents.
Keywords：Teaching film readingClinical thinkingStandardized training for residentsMultilevel modelLongitudinal data
Publication Date：2025-07-30
Online Publishing Date：2025-11-11(First online date of this platform, not the publication date of the document)
Pages：5( 13-17 )