Application of QR code scanning technology for undergraduate during interventional radiology clinical practice

doi:10.3877/cma.j.issn.2095-5782.2023.01.013

Abstract

Abstract:

Objective

To evaluate the role of QR code scanning technology for undergraduate during interventional radiology clinical practice.

Methods

32 undergraduates (including 18 cases from the Imaging Department and 14 cases from the Clinical Department) from our hopital in 2021 were included at this study. Experimental group (n = 16) adopted traditional treaching and QR code scanning technology mode, while the control group (n = 16) adopted only traditional treaching mode. Test and satisfaction survey were done to evaluate the treaching results.

Results

The test scores of the experimental group were higher than those of the control group [(82.2 ± 7.8) vs (73.9 ± 9.1), P < 0.05]. The satisfaction survey showed that the teaching methods, learning interest, knowledge and learing efficiency of experimental group were better than those of control group (P < 0.05).

Conclusions

QR code scanning technology can be used as an important auxiliary teaching tool for undergraduate students in interventional practice.

Key words: Interventional radiology, Medical education, QR code, Undergraduates

Chengzhi Zhang, Yanli Wang, Xuhua Duan, Xinwei Han, Pengli Zhou, Dechao Jiao. Application of QR code scanning technology for undergraduate during interventional radiology clinical practice[J]. Chinese Journal of Interventional Radiology(Electronic Edition), 2023, 11(01): 74-77.

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URL: https://zhjrfsxdzzz.cma-cmc.com.cn/EN/10.3877/cma.j.issn.2095-5782.2023.01.013

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Figures/Tables 3

References 9

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组别	例数	年龄	性别		学生来源		本科专业		上学期期末考试成绩
组别	例数	年龄	男	女	一本	其他	临床	影像	上学期期末考试成绩
实验组	16	22.1 ± 0.8	9	7	13	3	8	8	80.9 ± 9.5
对照组	16	22.0 ± 0.9	11	5	12	4	6	10	77.9 ± 7.3
t/χ²值		0.40	0.53		0.18		0.51		1.00
P值		0.69	0.47		0.67		0.48		0.32

组别	例数	年龄	性别		学生来源		本科专业		上学期期末考试成绩
组别	例数	年龄	男	女	一本	其他	临床	影像	上学期期末考试成绩
实验组	16	22.1 ± 0.8	9	7	13	3	8	8	80.9 ± 9.5
对照组	16	22.0 ± 0.9	11	5	12	4	6	10	77.9 ± 7.3
t/χ²值		0.40	0.53		0.18		0.51		1.00
P值		0.69	0.47		0.67		0.48		0.32

组别	例数	带教方法		学习趣味		知识拓展		学习效率		团队协作		动手能力
组别	例数	提高	未提高	提高	未提高	提高	未提高	提高	未提高	提高	未提高	提高	未提高
实验组	16	16	0	15	1	15	1	14	2	7	9	5	11
对照组	16	12	4	9	7	10	6	8	8	8	8	4	12
t/χ²值		4.57		6.00		5.00		5.07		0.13		0.16
P值		0.03		0.01		0.03		0.02		0.72		0.70

组别	例数	带教方法		学习趣味		知识拓展		学习效率		团队协作		动手能力
组别	例数	提高	未提高	提高	未提高	提高	未提高	提高	未提高	提高	未提高	提高	未提高
实验组	16	16	0	15	1	15	1	14	2	7	9	5	11
对照组	16	12	4	9	7	10	6	8	8	8	8	4	12
t/χ²值		4.57		6.00		5.00		5.07		0.13		0.16
P值		0.03		0.01		0.03		0.02		0.72		0.70

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