Volume 4,Issue 3
Construction and Application of a Whole-Process Management Model for Orthopedic Clinical Practice Teaching Assisted by Intelligent Supervision
Objective: To explore the construction method and application effect of a whole-process management model for orthopedic clinical practice teaching assisted by intelligent supervision. Methods: A total of 60 students, including clinical medical interns and standardized residency training trainees rotating in the spinal surgery teaching unit from January to December 2025, as well as 6 clinical instructors, were included. A five-stage whole-process management model—“orientation education–task assignment–process recording–stage feedback–final evaluation”—was established based on the characteristics of orthopedic clinical practice teaching. Intelligent supervision was implemented using mobile information platforms, online forms, and electronic data integration tools. The effectiveness of the model was evaluated through indicators including task completion rate, process participation, Mini-Clinical Evaluation Exercise (Mini-CEX), Direct Observation of Procedural Skills (DOPS), case presentation quality, and teacher–student satisfaction. Results: After implementation, the overall task completion rate reached (91.3 ± 6.5)%, with relatively high completion in case learning and imaging interpretation. The overall participation score was 4.28 ± 0.52. Mini-CEX scores ranged from 7.6 to 8.3 across dimensions, and the DOPS overall score was 7.5 ± 0.8. The overall case presentation score was 4.22 ± 0.49. Satisfaction surveys showed that student satisfaction was 4.42 ± 0.51, with a satisfaction rate of 91.7%, while instructor satisfaction was 4.58 ± 0.49, with a satisfaction rate of 100.0%. Conclusion: The whole-process management model for orthopedic clinical practice teaching assisted by intelligent supervision can be effectively integrated into spinal surgery rotation teaching. It demonstrates positive effects in promoting task implementation, enhancing participation, improving clinical competence and procedural skills, and increasing satisfaction. This model does not rely on complex information systems and shows good feasibility and potential for broader application.
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