Clinical teaching management method and system based on Internet
By conducting multi-dimensional analysis and hierarchical management of students, the problem of the inability to effectively monitor students' learning status in existing technologies has been solved, thereby improving the efficiency of clinical teaching and the ability to cultivate high-quality talents.
Patent Information
- Application Number
- CN202510704238.0
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- Filing Date
- 2025-05-29
- Publication Date
- 2025-10-31
AI Technical Summary
Existing internet-based clinical teaching management methods and systems cannot monitor students' overall learning status from multiple dimensions and angles, nor can they provide early warnings of abnormal states, resulting in low efficiency in clinical teaching and difficulty in cultivating high-quality medical professionals.
By analyzing students' surgical procedures, case information collection abilities, clinical practice physical examinations, professional and general balance, and emotional engagement from multiple dimensions, equilateral triangle and rectangular models are constructed to calculate students' practice continuity and academic performance, and to issue early warnings and make adjustments, thereby achieving multi-angle monitoring and hierarchical management.
It enables multi-dimensional monitoring and early warning of abnormalities in students' learning status, improves the efficiency of clinical teaching, and cultivates professionals who can provide high-quality medical services.
Smart Images
Figure CN120876173A_ABST
Abstract
Description
Technical Field
[0001] This invention relates to the field of clinical teaching management, specifically to an internet-based clinical teaching management method and system. Background Technology
[0002] With the continuous development of the economy, people are paying more and more attention to their health. This change has placed increasingly heavy expectations and responsibilities on the medical industry, and the demand for professional medical talents has reached new heights in both quality and quantity. However, the traditional clinical teaching model and limited teaching resources are unable to meet the ever-increasing demand for medical students. Therefore, internet-based clinical teaching management methods and systems have emerged.
[0003] Existing internet-based clinical teaching management methods and systems cannot analyze the overall learning status of each student, nor can they issue warnings for students in abnormal states. Furthermore, the assessment of student status cannot be monitored from multiple dimensions and angles, including practice, communication, and self-directed learning. This reduces the efficiency of clinical teaching, hinders the cultivation of high-quality medical professionals, and makes it difficult to supply society with professionals who can provide high-quality medical services and address various health challenges.
[0004] To address the aforementioned shortcomings, a technical solution is provided. Summary of the Invention
[0005] To address the technical problems raised in the background section, this invention is proposed. Embodiments of this invention provide an internet-based clinical teaching management method and system.
[0006] The objective of this invention can be achieved through the following technical solutions:
[0007] On the one hand, this invention provides an internet-based clinical teaching management method, comprising the following steps:
[0008] Step 1: Analyze the continuity of each student's surgical actions to obtain the surgical continuity value for each student; analyze each student's ability to collect and organize case information to obtain the case information collection value for each student.
[0009] Step 2: Assess the clinical practice physical examination results of each student to obtain the physical examination deviation value of each student, and receive the patient information collection value and surgical procedure continuity value of each student to assess the practice status of each student and obtain the practice continuity inspection value of each student.
[0010] Step 3: Analyze each student's ability to balance their studies, their emotional engagement, and their self-directed learning to obtain each student's learning balance score;
[0011] Step 4: Classify the overall clinical performance of each student and issue corresponding warnings and adjustments.
[0012] Furthermore, the steps for analyzing the practical performance evaluation values of each student are as follows:
[0013] The visual acuity values, palpation path deviation values, and percussion technique dimensions of each student are normalized. An equilateral triangle is constructed using the palpation path deviation value of each student as the side length of the equilateral triangle. A rectangle is constructed inside the equilateral triangle with the center of the equilateral triangle as the center of the rectangle. The length of the rectangle is the visual acuity value of each student, and the width is the percussion technique dimension of each student. The non-overlapping area formed by the equilateral triangle and the rectangle is identified and marked as the physical deviation value of each student.
[0014] The surgical integration value and physical examination deviation value of each student are combined with the patient information integration value BSZ to calculate the practical integration value SGJ of each student.
[0015] Furthermore, the analysis steps for the visual acuity state value, palpation path deviation value, and percussion technique dimension of each student are as follows:
[0016] The study obtains the light intensity and color temperature of light used by students during visual examination in clinical practice. These values are then subtracted from the standard light intensity and color temperature in the database, and the absolute values are summed to obtain each student's visual skewness value. The angle between the horizontal observation angle and the plane of the observed area is obtained, and this angle is subtracted from 90 degrees to obtain each student's visual skewness value. The values of different angles used by students during the visual examination are also recorded and labeled as each student's visual multi-angle value. Each student's visual multi-angle value is divided by the sum of their visual skewness values and visual skewness values to obtain their visual angular state value. Finally, the study obtains the pause time, rate of curvature change, and speed change during transitions in palpation procedures during clinical practice. The sum of the flexural value and the offset distance value is divided by the sum of the radius of curvature and the hand-movement curvature angle value to obtain the palpation turning direction value. The hand-movement curvature angle value is the angle between the tangent of the finger movement direction and the physiological curvature at the contact turning point. The offset distance value is the value of the deviation from the standard path when turning compared with the standard palpation path. If the palpation turning direction value is greater than the set threshold YG1, the turning point is judged as an unsmooth turning point. The number of pauses and the value of unsmooth turning points in the student's complete whole-body palpation are obtained and marked as the palpation path deviation value of each student. When the student pauses for a longer period of time in the palpation path than the set threshold, the point is judged as a pause point. The sum of the finger contact degree divided by the finger vertical deviation value and the wrist joint mobility excess value in the student's percussion operation is obtained to obtain the percussion technique dimension of each student.
[0017] Furthermore, the steps for analyzing the total medical records of each student are as follows:
[0018] This study obtains information on the mutual corroboration and citation of various parts of the case information framework in students' clinical practice. The number of cross-references is counted and divided by the overall score in the information framework to obtain the cross-citation value of each student's framework information. A rule base covering causal relationships between various diseases, examination results, symptoms, and treatment methods is constructed. Key information, including medical history, examination results, symptoms, and medication, is extracted from all case information compiled by students. The extracted key information of each case is matched with the rules in the causal relationship rule base. The number of cases that successfully establish causal relationships is counted, and the ratio of this number to the total number of cases is marked as the causal relationship clarity of each student's case. The number of necessary information items in the case information framework constructed by students is obtained as the ratio of the total number of necessary sections, and this is marked as the case information integrity value of each student. The necessary information items include basic information, symptom description, past medical history, medication, and examination results. The cross-citation value of each student's framework information, the causal relationship clarity of each student's case, and the case information integrity value of each student are calculated to obtain the case information integrity value (BSZ) of each student.
[0019] Furthermore, the steps for analyzing the surgical kinetic coherence values of each student are as follows:
[0020] The clinical simulation surgical procedure for students is divided into several basic action segments: needle holding, needle insertion, and suture pulling. A motion capture system acquires information about the student's hand and the machine. If the change in distance between the marker on the finger and the marker on the needle holder is less than a threshold XT1, and the angle between the needle holder and the hand is within the specified range, it is considered a needle holding action segment. If the speed at which the marker on the finger moves towards the simulated skin marking area exceeds a threshold XT2, and the angle between the needle holder and the target tissue surface is 45-90 degrees, or if the force feedback device detects that the propulsion force after the needle holder contacts the target tissue is greater than a threshold XT3, it is considered a needle insertion action segment. If the needle holder grasps the suture marker and moves away from the insertion point at a speed of 1-3 cm per second, and the tension on the suture is monitored to be between 0.06 and 0. If the time interval is 2 Newtons, it is determined to be a string-pulling action segment. The time interval between adjacent action segments is statistically analyzed. The standard deviation of the time interval of all adjacent actions is calculated and marked as β1. The maximum value of the time interval is marked as ψ1. According to the set formula A=(1-β1 / ψ1), the surgical time continuity A of each student is obtained. The Euclidean distance and cosine similarity of the hand position between the end of the previous action segment and the beginning of the next unit in adjacent action segments are calculated and averaged to obtain the mean Euclidean distance and mean cosine similarity of the direction of all adjacent actions, marked as β2 and ψ2. Substitute them into the set formula B=ψ2 / (1+β2) to calculate the surgical space continuity B of each student. The surgical time continuity A and the surgical space continuity B of each student are weighted and multiplied by the corresponding weight factor coefficient to obtain the surgical dynamic continuity value of each student.
[0021] Furthermore, the steps for analyzing the average scores of each student are as follows:
[0022] In a simulated doctor-patient communication scenario, facial feature points of students are identified. The positional and amplitude differences of corresponding feature points on both sides of the face are calculated and their absolute values are taken. The absolute values of the positional and amplitude differences of each facial feature point are intersected to obtain the face feature-position-amplitude bias value (mtd) for each student. The redundancy morpheme emergence rate (yxl) of each student in the simulated doctor-patient communication scenario is obtained. The maximum time interval between two consecutive self-directed learning behaviors of each student within a certain period is obtained and marked as the learning gap extreme value (xdj) of each student. This value is normalized with the total degree of professional communication balance (zpd) of each student and substituted into the set formula. The average learning value GYZ of each student is calculated, where h1, h2, h3 and h4 are preset influence factor coefficients, and T1 is the set redundancy morpheme emergence rate.
[0023] Furthermore, the steps for analyzing the overall balance of specialization for each student are as follows:
[0024] The professional acceptance score zjs of patients is obtained by summing the diversity values of verbal clause types, the complexity of parallel structures, and the frequency of special sentence patterns in simulated doctor-patient communication scenarios. This score is then compared to a set threshold PP1. If the score is greater than PP1, the corresponding professional acceptance score is b1; if it is equal to PP1, it is b2; and if it is less than PP1, it is b3. In the context of b1>b2>b3, the patient's corrugator muscle elevation height, eyebrow elevation angle, and gaze deviance value are summed to obtain the patient's confusion level. If the patient's confusion level is greater than the set threshold PP2, then that moment is designated as the confusion moment. The total confusion duration of each patient in the simulated doctor-patient communication scenario is obtained and marked as the cumulative confusion time dyj for each patient. The specialized word usage value zcz of the student in the simulated doctor-patient communication scenario is obtained and normalized with the cumulative confusion time dyj, specialized word adjustment rate, and the cumulative confusion time dyj for each patient, and then substituted into the set formula. The specialist communication balance score ztp of each student for each patient is obtained, where G is the set standard value of specialist term, and β1, β2 and β3 are set correction factor coefficients. The specialist communication balance scores of each student for each patient in the simulated doctor-patient communication scenario are added together to obtain the total specialist communication balance score zpd of each student.
[0025] Furthermore, the steps for issuing corresponding early warnings and adjusting the analysis are as follows:
[0026] For students with a level 3 clinical comprehensive performance, the practical communication and learning ratio of each student is substituted into the set formula ζ = ρ × SGJ / GYZ to obtain the practical communication and learning ratio ζ of each student, where ρ is the correction factor coefficient. If the practical communication and learning ratio ζ of each student is greater than or equal to the set threshold CQ1, it is determined that the student's communication and self-learning ability needs to be improved, corresponding to measure one. If the practical communication and learning ratio ζ of each student is less than the set threshold CQ1, it is determined that the student's practical ability needs to be improved, corresponding to measure two.
[0027] Furthermore, the student analysis steps for the three-level clinical comprehensive manifestations are as follows:
[0028] The clinical comprehensive evaluation scores of each student were normalized and multiplied by the corresponding proportional factor coefficient to obtain the clinical comprehensive evaluation score of each student.
[0029] If a student's clinical comprehensive assessment score falls within the calibrated clinical comprehensive assessment interval YY1, the student is classified as a Level 1 clinical comprehensive performance student. If the student's clinical comprehensive assessment score falls within the calibrated clinical comprehensive assessment interval YY2, the student is classified as a Level 2 clinical comprehensive performance student. If the student's clinical comprehensive assessment score falls within the calibrated clinical comprehensive assessment interval YY3, the student is classified as a Level 3 clinical comprehensive performance student. An alarm is issued indicating that the student's performance is abnormal, and a deep analysis signal is generated.
[0030] On the other hand, the present invention provides an Internet-based clinical teaching management system, including a data acquisition module, and further comprising:
[0031] The practice module includes a motion unit, a case unit, and a physical unit. The motion unit receives clinical simulation surgical motion information and analyzes the continuity of each student's surgical motions to obtain each student's surgical motion coherence value. The case unit receives case information and analyzes each student's ability to collect and organize case information to obtain each student's case information collection value. The physical unit receives physical information, assesses each student's clinical practice physical examination to obtain each student's physical examination deviation value, and receives each student's case information collection value and surgical motion coherence value to assess each student's practice status to obtain each student's practice coherence examination value.
[0032] The communication module is used to receive patient speech information, student speech information, facial information, and self-learning information, and to analyze each student's communication balance ability, emotional engagement, and self-learning to obtain each student's communication balance value.
[0033] The early warning and adjustment module is used to receive the practical test scores and academic performance scores of each student, classify the overall clinical performance of each student, and issue corresponding early warnings and adjustments.
[0034] Compared with the prior art, the beneficial effects of the present invention are:
[0035] 1. This invention analyzes and judges the continuity of each student's surgical actions to obtain each student's surgical action continuity value; analyzes each student's ability to collect and organize case information to obtain each student's case information collection value; judges each student's clinical practice physical examination to obtain each student's physical examination deviation value; receives each student's case information collection value and surgical action continuity value; judges each student's practice status to obtain each student's practice continuity examination value; and analyzes each student's professional balance ability, emotional investment, and self-directed learning to obtain each student's communication and learning status value. The judgment of student status can simultaneously monitor from multiple dimensions and angles, including practice, communication, and self-directed learning.
[0036] 2. This invention, by classifying the comprehensive clinical performance of each student and issuing corresponding warnings and adjustments, can analyze the overall learning status of each student and issue warnings for students with abnormal conditions. This improves the efficiency of clinical teaching, facilitates the cultivation of high-quality medical talents, and enables the supply of professionals who can provide high-quality medical services and address various health challenges to society. Attached Figure Description
[0037] To more clearly illustrate the technical solutions of the embodiments of the present invention, the accompanying drawings used in the description of the embodiments will be briefly introduced below. The following drawings are not drawn to scale according to the actual size, but are intended to show the main idea of the present invention.
[0038] Figure 1 This is a system block diagram of the present invention. Detailed Implementation
[0039] The technical solutions in the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of the present invention, and not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort are also within the scope of protection of the present invention.
[0040] like Figure 1 As shown, the Internet-based clinical teaching management system includes a data acquisition module, a practice module, a communication module, and an early warning and adjustment module.
[0041] The data acquisition module collects student movement information, student case information, student physical information, patient speech information, student speech information, facial information, and self-learning information from clinical simulation surgeries, and sends them to the practice module and the communication module. The practice module includes movement units, case units, and physical units.
[0042] The motion unit receives clinical simulation surgical motion information and analyzes the continuity of each student's surgical movements to obtain the surgical motion coordination value for each student, as follows:
[0043] The clinical simulation surgical procedure for students is divided into several basic action segments: needle holding, needle insertion, and suture pulling. A motion capture system acquires information about the student's hand and the machine. If the distance between the marker on the finger and the marker on the needle holder changes less than a threshold XT1, and the angle between the needle holder and the hand is within a certain range (120-155 degrees), it is considered a needle holding action. If the speed at which the marker on the finger moves towards the simulated skin marking area exceeds a threshold XT2, and the angle between the needle holder and the target tissue surface is 45-90 degrees, or if the force feedback device detects that the propulsion force after the needle holder contacts the target tissue exceeds a threshold XT3, it is considered a needle insertion action. If the needle holder grasps the suture marker and moves away from the insertion point at a speed of 1-3 cm per second, and the tension on the suture is detected during this movement, it is considered a needle insertion action. If the time interval is between 0.06 and 0.2 Newtons, it is determined to be a string-pulling action segment. The interval time between adjacent action segments is statistically analyzed, and the standard deviation of the time interval of all adjacent actions is calculated and marked as β1. The maximum value of the interval time is marked as ψ1. According to the set formula A = (1 - β1 / ψ1), the surgical time continuity A of each student is obtained. The Euclidean distance and the cosine similarity of the direction of the hand position between the end of the previous action segment and the beginning of the next unit in adjacent action segments are calculated and averaged to obtain the mean Euclidean distance and the mean cosine similarity of the direction of all adjacent actions, marked as β2 and ψ2. Substituting them into the set formula B = ψ2 / (1 + β2), the surgical space continuity B of each student is calculated. The surgical time continuity A and the surgical space continuity B of each student are weighted and multiplied by the corresponding weight factor coefficient to obtain the surgical dynamic coherence value of each student.
[0044] The case study unit receives case information and analyzes each student's ability to collect and organize case information to obtain each student's case information collection score, as follows:
[0045] This study obtains cross-referencing and referencing information between different parts of students' case information frameworks in clinical practice. The number of cross-references is counted and divided by the overall score in the information framework to obtain each student's cross-reference value. A rule base covering causal relationships between various diseases, examination results, symptoms, and treatments is constructed. Key information, including medical history, examination results, symptoms, and medication, is extracted from all case information compiled by students. This key information is matched with rules in the causal relationship rule base, and the number of cases successfully establishing causal relationships is counted, representing the percentage of cases with successful matches to the total number of cases. This percentage is marked as the causal relationship clarity of each student's case. The number of necessary information items in the student's constructed case information framework relative to the total number of necessary sections is obtained and marked as the case information integrity value for each student. The necessary information items include basic information, symptom description, past medical history, medication, and examination results. Each student's frame information cross-reference value, case causal relationship clarity, and case information integrity value are labeled as kjz, byg, and bxz, respectively, normalized, and substituted into a predefined formula. The BSZ (Bioinformation Scale) of each student is calculated, where a1, a2, and a3 are the cross-referenced values of the frame information of each student, the causal relationship clarity of each student's case, and the preset influence factor coefficients of the BSZ of each student's BSZ, respectively. The specific values are determined by those in the field, and e is a natural constant with a value of 2.718.
[0046] The physical unit is used to receive physical information, assess the clinical practice physical examination results of each student to obtain each student's physical examination deviation value, and receive each student's patient information integration value and surgical integration coherence value to assess each student's practice status and obtain each student's practice integration value. The specific analysis is as follows:
[0047] The study obtains the light intensity and color temperature of light used by students during visual examination in clinical practice. These values are then subtracted from the standard light intensity and color temperature in the database, and the absolute values are summed to obtain the visual motion skewness value for each student. The angle between the horizontal observation angle and the plane of the observed area is obtained, and this angle is subtracted from 90 degrees to obtain the visual motion skewness value for each student. The values of different angles used by students during the visual examination are also recorded and labeled as the multi-angle visual values for each student. Each student's multi-angle visual values are divided by the sum of their visual motion skewness and visual motion skewness values to obtain their visual angle state value. Finally, the study obtains the sum of the pause time, rate of curvature change, speed change, and offset distance during palpation in clinical practice. These values are then divided by the sum of the radius of curvature and the hand-movement curvature angle to obtain the palpation turning direction / reverse direction value. The hand-movement curvature angle is the angle between the finger movement direction and the physiological curvature at the point of contact. The tangent angle at the turning point is calculated, and the rate of curvature change is obtained by dividing the difference in curvature between two adjacent points by the distance between the two points. The deviation distance is the value of the deviation from the standard path when turning compared to the standard palpation path. If the forward or reverse value of the palpation turning point is greater than the set threshold YG1, the turning point is determined to be an unsmooth turning point. The number of pauses and the value of unsmooth turning points in the student's complete whole-body palpation are obtained and marked as the palpation path deviation value of each student. If the pause duration of a student in the palpation path is greater than the set threshold, the point is determined to be a pause point. The finger fit during the student's percussion operation is obtained by dividing the finger vertical deviation value and the wrist joint mobility excess value by the sum of the finger fit and the finger vertical deviation value, so as to obtain the percussion technique dimension of each student. The finger fit is the reciprocal of the gap width between the left middle finger and the percussion site. The finger vertical deviation value is the vector deviation value of the force vector generated by the right middle finger when percussing and the direction perpendicular to the body surface. The wrist joint mobility excess value is the absolute value of the difference between the wrist joint angular velocity during the percussion action and the set standard value.
[0048] It should be noted that when performing palpation and other procedures, the smaller the angle between the fingers and the physiological curvature, the closer the direction of finger movement is to the direction of the physiological curvature, and the better it conforms to the physiological characteristics and anatomical structure of the body.
[0049] The visual acuity values, palpation path deviation values, and percussion technique dimensions of each student are normalized. An equilateral triangle is constructed using the palpation path deviation value of each student as the side length of the equilateral triangle. A rectangle is constructed inside the equilateral triangle with the center of the equilateral triangle as the center of the rectangle. The length of the rectangle is the visual acuity value of each student, and the width is the percussion technique dimension of each student. The non-overlapping area formed by the equilateral triangle and the rectangle is identified and marked as the physical deviation value of each student.
[0050] The surgical coordination value and physical examination deviation value of each student were labeled as szx and tgj, respectively, and normalized with the patient information received value BSZ of each student, according to the set formula SGJ = (p1 × szx) 2.55 +p2×BSZ) / (p3×e tgj The practical integration value SGJ of each student was calculated, where p1, p2 and p3 are the preset weighting factor coefficients of each student's surgical integration value, patient information integration value and physical examination deviation value, respectively, to improve the accuracy of the calculation. The specific values are set by the professionals in this field, and are 1.02, 1.55 and 2.22, respectively.
[0051] The communication module receives patient speech information, student speech information, facial information, and self-directed learning information. It analyzes each student's communication balance ability, emotional engagement, and self-directed learning to obtain each student's communication balance value, as analyzed below:
[0052] The professional acceptance score zjs of patients is obtained by summing the diversity values of verbal clause types, the complexity of parallel structures, and the frequency of special sentence patterns in simulated doctor-patient communication scenarios. This score is then compared to a set threshold PP1. If the score is greater than PP1, the corresponding professional acceptance score is b1; if it is equal to PP1, it is b2; and if it is less than PP1, it is b3. In the context of b1>b2>b3, the patient's corrugator muscle elevation height, eyebrow elevation angle, and gaze deviance value are summed to obtain the patient's confusion level. If the patient's confusion level is greater than the set threshold PP2, then that moment is designated as the confusion moment. The total confusion duration of each patient in the simulated doctor-patient communication scenario is obtained and marked as the cumulative confusion time dyj for each patient. The specialized word usage value zcz of the student in the simulated doctor-patient communication scenario is obtained and normalized with the cumulative confusion time dyj, specialized word adjustment rate, and the cumulative confusion time dyj for each patient, and then substituted into the set formula. The specialist communication balance score ztp for each student corresponding to each patient is obtained, where G is the set standard value of specialists, specifically 45%, and β1, β2 and β3 are set correction factor coefficients to improve the accuracy of the calculation. The specialist communication balance scores of each student corresponding to each patient in the simulated doctor-patient communication scenario are added together to obtain the total specialist communication balance score zpd for each student.
[0053] In a simulated doctor-patient communication scenario, facial feature points of students are identified, specifically the coordinates of the mouth, eyes, and eyebrows. The positional and amplitude differences of corresponding feature points on both sides of the face are calculated and their absolute values are taken. The absolute values of the positional and amplitude differences of each facial feature point are intersected to obtain the face feature-position-amplitude bias value (mtd) for each student. The redundancy morpheme emergence rate (yxl) of each student in the simulated doctor-patient communication scenario is obtained. The maximum time interval between two consecutive self-directed learning behaviors of each student within a certain period is obtained and marked as the learning gap extreme value (xdj) for each student. This value is then normalized with the student's total professional communication balance (zpd) and substituted into a predefined formula. The average learning value GYZ of each student was calculated, where h1, h2, h3 and h4 are preset influence factor coefficients, and T1 is the set redundancy morpheme emergence rate.
[0054] It should be noted that the sentence clause diversity value is the number of different types of clauses used by patients within a certain period of time. The different types of clauses are object clauses, relative clauses, and adverbial clauses. The parallel structure complexity value is the number of parallel subjects, predicates, and objects in patients' speech within a certain period of time. The frequency of special sentence patterns is the number of times inverted sentences, emphatic sentences, and elliptical sentences are used in patients' speech within a certain period of time. The fixation disorientation value is the number of fixation points of patients per unit time. The specialized vocabulary value is the ratio of the number of specialized vocabulary words obtained from the database to the total number of vocabulary words. When the student's facial features are symmetrical, the smaller the facial feature amplitude bias value, the more likely it is not a deliberate expression and is a genuine emotional investment. The redundancy morpheme emergence rate is the frequency of use of filler words such as "um," "ah," and "then."
[0055] The early warning and adjustment module receives each student's practical assessment score and academic performance score, grades each student's overall clinical performance, and issues corresponding early warnings and adjustments. The analysis is as follows:
[0056] The clinical comprehensive evaluation scores of each student were normalized and multiplied by the corresponding proportional factor coefficient to obtain the clinical comprehensive evaluation score of each student.
[0057] Each student's clinical comprehensive assessment score is compared with the set calibration clinical comprehensive assessment intervals YY1, YY2, and YY3. If a student's clinical comprehensive assessment score is within the calibration clinical comprehensive assessment interval YY1, the student is classified as a Level 1 clinical comprehensive performance student. If the student's clinical comprehensive assessment score is within the calibration clinical comprehensive assessment interval YY2, the student is classified as a Level 2 clinical comprehensive performance student. If the student's clinical comprehensive assessment score is within the calibration clinical comprehensive assessment interval YY3, the student is classified as a Level 3 clinical comprehensive performance student. An alarm is issued, indicating that the student's performance is abnormal, and a deep analysis signal is generated.
[0058] For students with a level 3 clinical comprehensive performance, the practical communication ratio and the communication learning ratio of each student are substituted into the set formula ζ = ρ × SGJ / GYZ to obtain the practical communication ratio ζ of each student, where ρ is the correction factor coefficient. If the practical communication ratio ζ of each student is greater than or equal to the set threshold CQ1, it is determined that the student's communication and self-learning ability needs to be improved, and more communication skills training and self-learning guidance should be provided. If the practical communication ratio ζ of each student is less than the set threshold CQ1, it is determined that the student's practical ability needs to be improved, and more practical opportunities and practical skills training should be provided.
[0059] The internet-based clinical teaching management method includes the following steps:
[0060] Step 1: Analyze the continuity of each student's surgical actions to obtain the surgical continuity value for each student; analyze each student's ability to collect and organize case information to obtain the case information collection value for each student.
[0061] Step 2: Assess the clinical practice physical examination results of each student to obtain the physical examination deviation value of each student, and receive the patient information collection value and surgical procedure continuity value of each student to assess the practice status of each student and obtain the practice continuity inspection value of each student.
[0062] Step 3: Analyze each student's ability to balance their studies, their emotional engagement, and their self-directed learning to obtain each student's learning balance score;
[0063] Step 4: Classify the overall clinical performance of each student and issue corresponding warnings and adjustments.
[0064] The foregoing description is illustrative of the invention and should not be construed as limiting it. Although several exemplary embodiments of the invention have been described, those skilled in the art will readily understand that many modifications can be made to the exemplary embodiments without departing from the novel teachings and advantages of the invention. Therefore, all such modifications are intended to be included within the scope of the invention as defined in the claims. It should be understood that the foregoing description is illustrative of the invention and should not be construed as limiting it to the specific embodiments disclosed, and modifications to the disclosed embodiments and other embodiments are intended to be included within the scope of the appended claims. The invention is defined by the claims and their equivalents.
Claims
1. An internet-based clinical teaching management method, characterized in that, Includes the following steps: Step 1: Analyze the continuity of each student's surgical actions to obtain the surgical continuity value for each student; analyze each student's ability to collect and organize case information to obtain the case information collection value for each student. Step 2: Assess the clinical practice physical examination results of each student to obtain the physical examination deviation value of each student, and receive the patient information collection value and surgical procedure continuity value of each student to assess the practice status of each student and obtain the practice continuity inspection value of each student. Step 3: Analyze each student's ability to balance their studies, their emotional engagement, and their self-directed learning to obtain each student's learning balance score; Step 4: Classify the overall clinical performance of each student and issue corresponding warnings and adjustments.
2. The internet-based clinical teaching management method according to claim 1, characterized in that, The steps for analyzing the practical test integer values of each student are as follows: The visual acuity values, palpation path deviation values, and percussion technique dimensions of each student are normalized. An equilateral triangle is constructed using the palpation path deviation value of each student as the side length of the equilateral triangle. A rectangle is constructed inside the equilateral triangle with the center of the equilateral triangle as the center of the rectangle. The length of the rectangle is the visual acuity value of each student, and the width is the percussion technique dimension of each student. The non-overlapping area formed by the equilateral triangle and the rectangle is identified and marked as the physical deviation value of each student. The surgical integration value and physical examination deviation value of each student are combined with the patient information integration value BSZ to calculate the practical integration value SGJ of each student.
3. The internet-based clinical teaching management method according to claim 2, characterized in that, The analysis steps for each student's visual acuity angle state value, palpation path deviation value, and percussion technique dimension are as follows: The study obtains the light intensity and color temperature of light used by students during visual examination in clinical practice. These values are then subtracted from the standard light intensity and color temperature in the database, and the absolute values are summed to obtain each student's visual skewness value. The angle between the horizontal observation angle and the plane of the observed area is obtained, and this angle is subtracted from 90 degrees to obtain each student's visual skewness value. The values of different angles used by students during the visual examination are also recorded and labeled as each student's visual multi-angle value. Each student's visual multi-angle value is divided by the sum of their visual skewness values and visual skewness values to obtain their visual angular state value. Finally, the study obtains the pause time, rate of curvature change, and speed change during transitions in palpation procedures during clinical practice. The sum of the flexural value and the offset distance value is divided by the sum of the radius of curvature and the hand-movement curvature angle value to obtain the palpation turning direction value. The hand-movement curvature angle value is the angle between the tangent of the finger movement direction and the physiological curvature at the contact turning point. The offset distance value is the value of the deviation from the standard path when turning compared with the standard palpation path. If the palpation turning direction value is greater than the set threshold YG1, the turning point is judged as an unsmooth turning point. The number of pauses and the value of unsmooth turning points in the student's complete whole-body palpation are obtained and marked as the palpation path deviation value of each student. When the student pauses for a longer period of time in the palpation path than the set threshold, the point is judged as a pause point. The sum of the finger contact degree divided by the finger vertical deviation value and the wrist joint mobility excess value in the student's percussion operation is obtained to obtain the percussion technique dimension of each student.
4. The internet-based clinical teaching management method according to claim 2, characterized in that, The steps for analyzing the total medical record values for each student are as follows: This study obtains information on the mutual corroboration and citation of various parts of the case information framework in students' clinical practice. The number of cross-references is counted and divided by the overall score in the information framework to obtain the cross-citation value of each student's framework information. A rule base covering causal relationships between various diseases, examination results, symptoms, and treatment methods is constructed. Key information, including medical history, examination results, symptoms, and medication, is extracted from all case information compiled by students. The extracted key information of each case is matched with the rules in the causal relationship rule base. The number of cases that successfully establish causal relationships is counted, and the ratio of this number to the total number of cases is marked as the causal relationship clarity of each student's case. The number of necessary information items in the case information framework constructed by students is obtained as the ratio of the total number of necessary sections, and this is marked as the case information integrity value of each student. The necessary information items include basic information, symptom description, past medical history, medication, and examination results. The cross-citation value of each student's framework information, the causal relationship clarity of each student's case, and the case information integrity value are calculated to obtain the case information integrity value (BSZ) of each student.
5. The internet-based clinical teaching management method according to claim 2, characterized in that, The steps for analyzing the surgical kinetic coherence values of each student are as follows: The clinical simulation surgical procedure for students is divided into several basic action segments: needle holding, needle insertion, and suture pulling. A motion capture system acquires information about the student's hand and the machine. If the change in distance between the marker on the finger and the marker on the needle holder is less than a threshold XT1, and the angle between the needle holder and the hand is within the specified range, it is considered a needle holding action segment. If the speed at which the marker on the finger moves towards the simulated skin marking area exceeds a threshold XT2, and the angle between the needle holder and the target tissue surface is 45-90 degrees, or if the force feedback device detects that the propulsion force after the needle holder contacts the target tissue is greater than a threshold XT3, it is considered a needle insertion action segment. If the needle holder grasps the suture marker and moves away from the insertion point at a speed of 1-3 cm per second, and the tension on the suture is monitored to be between 0.06 and 0. If the time interval is 2 Newtons, it is determined to be a string-pulling action segment. The time interval between adjacent action segments is statistically analyzed. The standard deviation of the time interval of all adjacent actions is calculated and marked as β1. The maximum value of the time interval is marked as ψ1. According to the set formula A=(1-β1 / ψ1), the surgical time continuity A of each student is obtained. The Euclidean distance and cosine similarity of the hand position between the end of the previous action segment and the beginning of the next unit in adjacent action segments are calculated and averaged to obtain the mean Euclidean distance and mean cosine similarity of the direction of all adjacent actions, marked as β2 and ψ2. Substitute them into the set formula B=ψ2 / (1+β2) to calculate the surgical space continuity B of each student. The surgical time continuity A and the surgical space continuity B of each student are weighted and multiplied by the corresponding weight factor coefficient to obtain the surgical dynamic continuity value of each student.
6. The Internet-based clinical teaching management method according to claim 1, characterized in that, The steps for analyzing the gloss level values of each student are as follows: In a simulated doctor-patient communication scenario, facial feature points of students are identified. The positional and amplitude differences of corresponding feature points on both sides of the face are calculated and their absolute values are taken. The absolute values of the positional and amplitude differences of each facial feature point are intersected to obtain the face feature-position-amplitude bias value (mtd) for each student. The redundancy morpheme emergence rate (yxl) of each student in the simulated doctor-patient communication scenario is obtained. The maximum time interval between two consecutive self-directed learning behaviors of each student within a certain period is obtained and marked as the learning gap extreme value (xdj) of each student. This value is normalized with the total degree of professional communication balance (zpd) of each student and substituted into the set formula. The average learning value GYZ of each student is calculated, where h1, h2, h3 and h4 are preset influence factor coefficients, and T1 is the set redundancy morpheme emergence rate.
7. The Internet-based clinical teaching management method according to claim 6, characterized in that, The steps for analyzing the overall balance of specialization and general knowledge for each student are as follows: The professional acceptance score zjs of patients is obtained by summing the diversity values of verbal clause types, the complexity of parallel structures, and the frequency of special sentence patterns in simulated doctor-patient communication scenarios. This score is then compared to a set threshold PP1. If the score is greater than PP1, the corresponding professional acceptance score is b1; if it is equal to PP1, it is b2; and if it is less than PP1, it is b3. In the context of b1>b2>b3, the patient's corrugator muscle elevation height, eyebrow elevation angle, and gaze deviance value are summed to obtain the patient's confusion level. If the patient's confusion level is greater than the set threshold PP2, then that moment is designated as the confusion moment. The total confusion duration of each patient in the simulated doctor-patient communication scenario is obtained and marked as the cumulative confusion time dyj for each patient. The specialized word usage value zcz of the student in the simulated doctor-patient communication scenario is obtained and normalized with the cumulative confusion time dyj, specialized word adjustment rate, and the cumulative confusion time dyj for each patient, and then substituted into the set formula. The specialist communication balance score ztp of each student for each patient is obtained, where G is the set standard value of specialist term, and β1, β2 and β3 are set correction factor coefficients. The specialist communication balance scores of each student for each patient in the simulated doctor-patient communication scenario are added together to obtain the total specialist communication balance score zpd of each student.
8. The Internet-based clinical teaching management method according to claim 1, characterized in that, The steps for issuing corresponding early warnings and making adjustments are as follows: For students with a level 3 clinical comprehensive performance, the practical communication and learning ratio of each student is substituted into the set formula ζ = ρ × SGJ / GYZ to obtain the practical communication and learning ratio ζ of each student, where ρ is the correction factor coefficient. If the practical communication and learning ratio ζ of each student is greater than or equal to the set threshold CQ1, it is determined that the student's communication and self-learning ability needs to be improved, corresponding to measure one. If the practical communication and learning ratio ζ of each student is less than the set threshold CQ1, it is determined that the student's practical ability needs to be improved, corresponding to measure two.
9. The internet-based clinical teaching management method according to claim 1, characterized in that, The student analysis steps for the three-level comprehensive clinical manifestations are as follows: The clinical comprehensive evaluation scores of each student were normalized and multiplied by the corresponding proportional factor coefficient to obtain the clinical comprehensive evaluation score of each student. If a student's clinical comprehensive assessment score falls within the calibrated clinical comprehensive assessment interval YY1, the student is classified as a Level 1 clinical comprehensive performance student. If the student's clinical comprehensive assessment score falls within the calibrated clinical comprehensive assessment interval YY2, the student is classified as a Level 2 clinical comprehensive performance student. If the student's clinical comprehensive assessment score falls within the calibrated clinical comprehensive assessment interval YY3, the student is classified as a Level 3 clinical comprehensive performance student. An alarm is issued indicating that the student's performance is abnormal, and a deep analysis signal is generated.
10. An internet-based clinical teaching management system, characterized in that... The internet-based clinical teaching management method according to any one of claims 1-9 includes a data acquisition module, and further includes: The practice module includes a motion unit, a case unit, and a physical unit. The motion unit receives clinical simulation surgical motion information and analyzes the continuity of each student's surgical motions to obtain each student's surgical motion coherence value. The case unit receives case information and analyzes each student's ability to collect and organize case information to obtain each student's case information collection value. The physical unit receives physical information, assesses each student's clinical practice physical examination to obtain each student's physical examination deviation value, and receives each student's case information collection value and surgical motion coherence value to assess each student's practice status to obtain each student's practice coherence examination value. The communication module is used to receive patient speech information, student speech information, facial information, and self-learning information, and to analyze each student's communication balance ability, emotional engagement, and self-learning to obtain each student's communication balance value. The early warning and adjustment module is used to receive the practical test scores and academic performance scores of each student, classify the overall clinical performance of each student, and issue corresponding early warnings and adjustments.