摘要目的:探索数智技术在问诊技能教学中的应用效果。方法:选取武汉大学第二临床学院2019级临床医学专业345名医学3年级本科生为研究对象，随机分为试验组（ n=160）和对照组（ n=185）。本研究结合BOPPPS的教学设计，即导入（bridge-in）—目标（objective）—前测（pre-assessment）—参与式学习（participatory learning）—后测（post-assessment）—总结（summary），开展《诊断学》问诊章节的技能教学。课前，根据教学内容和目标编制预习资源包，通过学习通平台发布课前预习任务，并要求学生完成标准化病人（standard patient，SP）线上问诊的课前测试。课中，试验组学生在完成问诊技能的课堂教学后，应用SP线上问诊平台进行模拟训练，对照组采用学生相互问诊的传统训练模式。课后，2组学生完成SP线上问诊的课后测评，抓取同批次学生《诊断学》问诊技能的期末考试成绩，并通过微信群开展问卷调查。数据采用软件SPSS 25.0进行 t检验和卡方检验分析。 结果:2组学生问诊技能基线成绩的差异无统计学意义（ P>0.05）；试验组学生在问诊技巧[（11.27±2.97）vs.（5.16±1.15）， t=24.62， P<0.001]、医患沟通[（8.06±1.65）vs.（4.15±1.46）， t=23.33， P<0.001]和医学人文[（5.47±1.14）vs.（4.14±0.64）， t=13.64， P<0.001] 3个维度上的问诊成绩提升幅度明显高于对照组。同时，试验组学生问诊技能的期末考试成绩也明显高于对照组学生的相应成绩 [（86.33±4.27）vs.（79.24±5.51）， t=13.24， P<0.001]。 结论:依托数智技术的SP线上问诊平台可以有效提升问诊技能的教学效果，能提高教学效率，能促进数智时代背景下医学教育的高质量发展。

abstractsObjective:To explore the application effects of digital intelligence technology on the teaching of clinical inquiry skills.Methods:A total of 345 third-year undergraduate students who enrolled in 2019 and majored in clinical medicine at The Second Clinical College of Wuhan University were selected as research subjects. These students were randomly assigned to an experimental group ( n=160) and a control group ( n=185). The study employed the BOPPPS teaching design (Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary) to teach inquiry skills as detailed in the chapter of clinical inquiry in the textbook Diagnostics. Prior to class, teachers compiled a preview resource package aligned with the teaching content and objectives. Pre-class study tasks were assigned via the Learning Pass platform. Students were required to complete a pre-class assessment involving an online inquiry with a standardized patient (SP). During the class, all students engaged in a lecture on inquiry skills. Subsequently, the experimental group practiced simulated inquiries on the SP online inquiry platform, while the control group followed the conventional peer-to-peer inquiry training model. After the class, students from both groups participated in evaluation on SP online inquiry. Additionally, the final exam scores of the inquiry skills for the course "diagnostics" of the same cohort of students were documented. A questionnaire survey was conducted via WeChat groups. A data analysis was performed using t-test and chi-square test in SPSS 25.0 software. Results:There was no significant difference in the baseline inquiry skill scores between the two groups ( P>0.05). However, compared to the control group, the experimental group showed significantly greater improvements in scores on inquiry skills [(11.27±2.97) vs. (5.16±1.15), t=24.62, P<0.001], patient-doctor communication [(8.06±1.65) vs. (4.15±1.46), t=23.33, P<0.001], and medical humanities [(5.47±1.14) vs. (4.14±0.64), t=13.64, P<0.001]. Moreover, the final exam scores in inquiry skills for the experimental group were significantly higher than those of the control group [(86.33±4.27) vs. (79.24±5.51), t=13.24, P<0.001]. Conclusions:Relying on digital intelligence technology, the SP online inquiry platform could effectively enhance the teaching effectiveness of inquiry skills, improve teaching efficiency, and promote the high-quality development of medical education in the context of the digital intelligence age.