探索慕课在神经内科规范化培训中的应用。

纳入2020—2023年间在北京大学第三医院神经内科已完成或者正在经历住院医师规范化培训的临床医师，按照教育经历分为研究生组和社会规范化培训组，针对其应用慕课的经历及在规培中应用慕课的意愿制定调查表，进行问卷调查。

共纳入22人，其中研究生组13人，社会规范化培训组9人。研究生组和社会规范化培训组未曾尝试慕课的分别有5人（38.5%）和7人（77.8%），其他人曾在不同阶段以慕课模式学习过不同课程。研究生组和社会规范化培训组分别有13人（100%）和8人（88.9%）认为慕课的优点是“可以随时观看，不受自身时间和安排的限制”，分别有11人（84.6%）和6人（66.7%）认为慕课的缺点是“无人监督，收藏即已阅，达不到培训效果”，分别有6人（46.2%）和8人（88.9%）建议以“传统临床培养为主，配合凝练知识点的慕课课程”进行培训，分别有8人（61.5%）和5人（55.6%）建议配合阶梯评估反馈模式，分别有11人（84.6%）和7人（77.8%）建议在临床培养中增加“急诊常见病的识别的处理流程”课程，分别有11人（84.6%）和6人（66.7%）建议在科研能力培养中增加“如何建立科研思维”的课程，分别有11人（84.6%）和5人（55.6%）建议慕课录制时间在30~45 min较为合适。

多数学员建议在临床培训中增加慕课，其中主要建议增加“急诊常见病的识别的处理流程”和“如何建立科研思维”的课程。

To explore the application of MOOCs in standardized training of the neurology department.

Clinicians who had completed or were undergoing standardized resident training in the Department of Neurology, Peking University Third Hospital from 2020 to 2022 were included. According to their educational experience, they are divided into graduate students and social standardization training groups, and questionnaires are formulated, and questionnaires are conducted on their experience in applying MOOCs and their willingness to apply MOOCs in regulatory training.

A total of 22 people were included, including 13 postgraduates and 9 physicians trained in the base.There were 5 (38.5%) and 7 (77.8%) people who had never tried MOOCs, and the others had studied different courses through MOOCs at different stages.13 (100%) and 8 (88.9%) people respectively think that the advantages of MOOCs are that "they can watch them at any time, not restricted by their own practice and arrangement".11 (84.6%) and 6 (66.7%) people respectively think that the disadvantages of MOOCs are that "there is no supervision, the collection is already read, and the training effect cannot be achieved".6 (46.2%) and 8 (88.9%) suggested that the training should be based on "traditional clinical training combined with MOOCs that condense knowledge points",respectively 8 (61.5%) and 5 (55.6%) suggested the feedback model of ladder evaluation,respectively 11 (84.6%) and 7 (77.8%) suggested the addition of a course on the identification and treatment of common emergency diseases in clinical culture,respectively 11 (84.6%) and 6 (66.7%) suggested adding the course "How to build scientific thinking" to the cultivation of scientific research ability,respectively 11 (84.6%) and 5 (55.6%) suggested that the recording time should be between 30 and 45 minutes,respectively.

Most students suggested adding MOOCs in clinical training, among which the courses of "identification and treatment process of common emergency diseases" and "How to establish scientific research thinking" were mainly suggested.