【摘要】 目的 探索医教协同背景下人工智能技术在临床医学本科生诊断学课程教学中的应用效果。方法选取某大学医学院2021级临床医学专业学生共72人为研究对象，采用随机分组的方法将72人分为实验组（人工智能辅助教学组，n=36）与对照组（传统教学组，n=36）。两组教学方案一致。实验组采用人工智能辅助教学，对照组采用传统的教学方式。以期末理论考试成绩、技能考核成绩、双向教学满意度调查表作为教学效果评价指标。研究时间为2024年1月1日至2024年6月30日。结果 从理论考核成绩上分析，两组平均成绩分别为70.42±8.96分和64.21±9.57分，差异具有统计学意义（P<0.05）。从技能考核成绩上分析，两组平均成绩分别为90.89±5.05分和85.36±9.58分，差异具有统计学意义（P<0.05）。从教师对学生的满意度分析，实验组教师对学生的表现满意度为97.22%，高于对照组77.78%，差异有统计学意义（P<0.05）；教学模式评价结果显示，与传统教学模式相比，人工智能辅助教学模式在培养学生自主学习能力、提高学生的实践技能、锻炼学生的临床思维、加强学生的知识掌握情况等方面的认可度均高于对照组（P<0.05）。结论 人工智能技术辅助本科生诊断学教学有助于提高学生的临床实践能力和思维水平，能够较好地促进教学质量提升。更多还原

【Abstract】 Objective To explore the application effect of artificial intelligence technology in the diagnostic course teaching for clinical medicine undergraduates under the background of medical education collaboration. Methods A total of 72 students from the 2021 class of clinical medicine at a certain university were selected as the research subjects. Using the random grouping method, these 72 students were divided into the experimental group(artificial intelligence-assisted teaching group, n=36) and the control group(traditional teaching group, n=36). The teaching plans of the two groups were the same. The experimental group adopted artificial intelligence-assisted teaching, while the control group adopted the traditional teaching method. The final theoretical examination scores, skill assessment scores, and the satisfaction survey form for two-way teaching were used as the evaluation indicators of teaching effectiveness. The research period was from January 1 st, 2024 to June 30 th, 2024. Results By analyzing the theoretical examination scores, the average scores of the two groups were(70.42 ± 8.96 points) and(64.21 ± 9.57 points), respectively, and the difference was statistically significant(P<0.05). Analyzing the skill assessment scores, the average scores of the two groups were(90.89 ± 5.05 points) and(85.36 ± 9.58 points), respectively, and the difference was statistically significant(P<0.05). Analyzing the teachers’ satisfaction with students, the satisfaction of teachers in the experimental group with students’ performance was 97.22%, which was higher than that of the control group(77.78%), and the difference was statistically significant(P < 0.05); The evaluation results of the teaching mode showed that compared with the traditional teaching mode, the artificial intelligence-assisted teaching mode had higher recognition in cultivating students’ autonomous learning ability, improving students’ practical skills, exercising students’ clinical thinking, and strengthening students’ knowledge mastery compared with the control group(P<0.05). Conclusions The assistance of artificial intelligence technology in undergraduate diagnostic teaching could help improve students’ clinical practice ability and thinking level, and could better promote the improvement of teaching quality.更多还原