摘要目的:探索UMedic-Harvey模拟系统在心脏听诊教学中的教学效果。方法:选取武汉大学第二临床学院2018级临床医学专业161名医学3年级本科生为研究对象，分为教改组（ n=40人）和常规组（ n=121人），开展《诊断学》心脏听诊章节的技能教学。课前，根据教学内容与目标结合UMedic系列课程中的标准化案例编制预习资源包，通过学习通平台发布课前预习任务并完成课前测试。课中，教改组采用UMedic-Harvey模拟系统开展情境模拟教学，常规组采用传统模式教学。课后，通过学习通和微信群开展课后测评与问卷调查，抓取同批次学生《诊断学》心脏听诊技能和心电图判读的期末考试成绩。采用软件SPSS 25.0进行 t检验和卡方检验。 结果:两组学生心脏听诊技能基线成绩的差异无统计学意义（ t=0.83， P=0.410）。教改组学生心脏听诊技能的课后测试成绩明显高于常规组学生的相应成绩[（76.87±6.11）分 vs.（61.85±11.37）分， t=7.98， P<0.001]；同时，教改组学生心脏听诊技能的期末考试成绩明显高于常规组学生的相应成绩[（74.17±6.20）分 vs.（62.33±10.16）分， t=6.95， P<0.001]。此外，教改组学生心电图判读的期末考试成绩高于常规组学生，但差异无统计学意义（ t=1.92， P=0.060）。 结论:应用UMedic-Harvey模拟系统的心脏听诊技能教学，有利于提高心脏听诊技能教学的教学效果，促进教学质量的提高。

abstractsObjective:To explore the effect of UMedic-Harvey simulation system in teaching cardiac auscultation.Methods:A total of 161 undergraduate students (Grade 3) who majored in clinical medicine and were enrolled in 2018 at The Second Clinical College of Wuhan University were selected as research subjects. The students were divided into reformed-teaching group ( n=40) and routine-teaching group ( n=121) to receive training in the skills presented in the "Cardiac Auscultation" chapter of the textbook Diagnostics. Before class, teachers prepared the preview resource package according to the teaching contents and objectives as well as the standardized cases in the UMedic series courses, and published the pre-class preview task through the specific learning platform. Students completed the pre-class test online. In the class, UMedic-Harvey simulation system was adopted to carry out situational simulation teaching in the reformed-teaching group, while traditional teaching mode was adopted in the routine-teaching group. After class, we conducted a post-class assessment and questionnaire survey through the learning platform and WeChat group, and collected the final examination scores of cardiac auscultation skills and electrocardiogram interpretation in the same batch of students who participated in the course of diagnostics. SPSS 25.0 was used for the t-test and chi-square test. Results:There was no significant difference in the baseline scores of cardiac auscultation skills between the two groups ( t=0.83, P=0.410). The post-class scores of cardiac auscultation skills were significantly higher for students in the reformed-teaching group than those in the routine-teaching group [(76.87±6.11) vs. (61.85±11.37), t=7.98, P<0.001]. Moreover, the final examination scores of cardiac auscultation skills were significantly higher for students in the reformed-teaching group than those in the routine-teaching group [(74.17±6.20) vs. (62.33±10.16), t=6.95, P<0.001). In addition, the final examination scores of electrocardiogram interpretation were higher for students in the reformed-teaching group than those in the routine-teaching group, but the difference was not statistically significant ( t=1.92, P=0.060). Conclusions:The application of UMedic-Harvey simulation system improves the effectiveness and quality of teaching cardiac auscultation skills.