CBL联合PBL在医学影像技师进修培训中的应用  

Application of case-based learning combined with problem-based learning teaching model in refresher training of medical imaging technologists

作　　者：袁元[1] 文大光 唐鹤菡[1] 邓莉萍[1] 钱玲玲[1] 潘雪琳[1] 王紫薇[1] 李玉明[1] 李真林[1] Yuan Yuan;Wen Daguang;Tang Hehan;Deng Liping;Qian Lingling;Pan Xuelin;Wang Ziwei;Li Yuming;Li Zhenlin(Department of Radiology,West China Hospital,Sichuan University,Chengdu 610041,China)

机构地区：[1]四川大学华西医院放射科,成都610041

出　　处：《中华医学教育探索杂志》2022年第8期1064-1068,共5页Chinese Journal of Medical Education Research

基　　金：四川省2018—2020年高等教育人才培养质量和教学改革项目(JG2018-45)

摘　　要：目的探讨以案例为基础的学习(case-based learning,CBL)联合以问题为基础的学习(problem-based learning,PBL)的教学方法在医学影像技师进修培训中的应用效果。方法选择四川大学华西医院2017级和2018级在放射科进修培训的46名影像技师为研究对象,分为试验组和对照组,每组23名。试验组采用CBL联合PBL的教学方法,对照组采用基于讲授学习(lecture-based learnin,LBL)的教学方法。比较两组态度评分、阶段考试、结业考试和操作考试成绩,并问卷调查两组的自我价值肯定情况。采用SPSS 17.0进行卡方检验、独立样本t检验和Mann-Whitney U检验。结果试验组进修技师阶段考试2、阶段考试3、结业考试和操作考试的成绩均高于对照组[(91.17±2.59)分vs.(85.26±3.03)分、(92.00±1.86)分vs.(87.43±3.23)分、(92.39±2.08)分vs.(87.04±2.93)分、(85.70±5.48)分vs.(80.87±5.57)分],差异有统计学意义(P<0.05)。问卷调查显示,试验组在学科兴趣的激发、探索精神的培养、自学能力的锻炼、临床思路的建立、疑难问题的分析、实际操作的掌握、自我价值的肯定等7个方面均优于对照组,差异有统计学意义(P<0.05);在理论知识的巩固方面,差异没有统计学意义(P>0.05)。结论CBL联合PBL的教学方法在医学影像技师进修培训中的合理运用,有助于提高进修技师的学习积极性、自学能力、临床分析能力、实际操作能力和理论知识的长期巩固。Objective To explore the application effect of case-based learning(CBL)combined with problem-based learning(PBL)teaching model in refresher training of medical imaging technologists.Methods The study recruited 46 imaging technologists trained in radiology department in the Batch 2017 and Batch 2018 of West China Hospital of Sichuan University.They were divided into 2 groups:experimental group(23 persons)and control group(23 persons).CBL combined with PBL teaching method was used in the experimental group,and traditional lecture-based learning(LBL)method was used in the control group.The results of attitude evaluation,staged exminations,graduation assessment and operational skill tests were compared between the two groups,and the questionnaire survey was performed to test the affirmation of self-worth of the two groups of interns.SPSS 17.0 was used for chi-square test,independent t test,and Mann-Whitney U test.Results Theoretical examination results at the second stage,the third stage,completion and operational examination results in the experimental group were significantly higher than those in the control group[(91.17±2.59)vs.(85.26±3.03),(92.00±1.86)vs.(87.43±3.23),(92.39±2.08)vs.(87.04±2.93),(85.70±5.48)vs.(80.87±5.57),P<0.05].The questionnaire survey showed that such 7 aspects as the stimulation of subject interest,the cultivation of exploration spirit,the exercise of self-learning ability,the establishment of clinical ideas,the analysis of difficult problems,the mastering of practical operations,and the affirmation of self-worth in the experimental group were better than those in the control group,with significant difference(P<0.05),while the consolidation of theoretical knowledge of the experimental group was not statistically different from the control group(P>0.05).Conclusion The reasonable application of CBL combined with PBL teaching model in refresher training of medical imaging technologists is helpful to improve their learning enthusiasm,self-learning ability,clinical analysis ability,practic

关 键 词：以案例为基础的学习 以问题为基础的学习 医学影像技师 进修培训 

分 类 号：R445[医药卫生—影像医学与核医学]