多种教学方法在核医学教学中的应用  

Application of belended teaching in nuclear medicine education

作　　者：李晓东[1] 曹艳霞[1] 郑晓萌[2] 范如意[1] 

机构地区：[1]河北大学附属医院核医学科,河北保定071000 [2]河北大学附属医院检验科,河北保定071000

出　　处：《医学研究与教育》2016年第4期62-65,共4页Medical Research and Education

基　　金：河北大学教育教学改革研究立项课题(2015JX-07)

摘　　要：目的为了提高医学生对核医学专业知识的学习兴趣和核医学知识在临床实际工作中的应用能力。方法选择2013级与2014级本科临床医学专业学生,分别采用传统教学方法与改革后的教学方法 ,授课学期结束后分别进行理论考试、实际病例解决问题能力考核及学生课堂满意度调查等。结果理论考评中2个年级组差异无统计学意义(t=0.91,P>0.1)。实际病例解决问题能力考试(t=4.65,P<0.05)、学生满意度调查(t=3.43,P<0.05)中2014级实验组的平均成绩明显高于2013级对照组的成绩。结论教研室针对核医学知识的特点减少理论课时、增加见习课时及现场实际操作技能练习,在见习课中应用以问题为基础的教学方法 (problem-based learning,PBL)、小测验及情景等教学法的改革措施,明显提高了学生应用核医学知识解决临床实际问题的能力,学生学习核医学知识、技能的主动性、积极性及学习兴趣明显提高。Objective To improve the medical students＇ interesting in learning nuclear medicine and its clinical application. Methods The traditional teaching method was applied in the students in grade of 2013 and the new teaching method was used in the students in grade of 2014, by the end of the semester, the theory test and the actual case of the assessment and the students＇ satisfaction survey were evaluated in the two grade students. Results In the theory test there was no significant difference between the two grades （t= 0. 91 ,P〉0. 1 ）.The ability of solving clinical case of the experimental group of 2014 was significantly higher than that of students in the grade of the 2013 （t=4. 65 ,P〈0. 05）, and there was significant difference between the two grades concerning with he satisfaction degree （t = 3.43 ,P〈0. 05）. Conclusion The results indicate that reduce the number of theory courses and increase the number of training courses training courses can improve the students＇ ability to solve and applying PBL and other teaching methods in the clinical problems and improve students＇ initiative in learning nuclear medicine.

关 键 词：教学改革 核医学 PBL教学 混合教学法 见习课 

分 类 号：G42[文化科学—课程与教学论]