多模式联合教学法在头颈部影像诊断实验课中的应用探讨  

作　　者：徐加利[1,2] 曹明娜 戴兴 马宜传 许红[2] 

机构地区：[1]蚌埠医学院第一附属医院放射科,安徽蚌埠233004 [2]蚌埠医学院医学影像学院,安徽蚌埠233030

出　　处：《科技创新导报》2020年第4期233-235,共3页Science and Technology Innovation Herald

基　　金：蚌埠医学院质量工程项目.

摘　　要：探讨TBL、PBL和CBL联合教学法在头颈部影像诊断实验课中的应用方法及效果。选择本校2016级影像本科一、二班学生各50名,授课时间为2019年上半年,内容为医学影像诊断学头颈部实验课三个学时,一班采用传统教学法(LBL),二班采用TBL、PBL和CBL整合模式教学法(多模式教学法)。通过课后完成实验报告成绩、读片成绩及结合问卷调查评估两组教学效果。课后实验报告及读片成绩多模式组高于传统组(P<0.05),多模式组的授课满意度、查阅文献积极性、沟通交流能力、口头表达意愿均高于传统组。医学影像诊断实验课有别于基础医学及临床医学实验课,TBL、PBL和CBL联合教学法能够激发学生探索知识的积极性、提高创新思维和影像诊断分析能力,提高学习成绩。To explore the application method and effect of TBL,PBL and CBL combined teaching method in head and neck imaging diagnosis experiment course.Fifty students from Class 1 and Class 2 of Grade 2016 were selected.The teaching time was in the first half of 2019.The content was three hours of head and neck experimental course of medical imaging diagnostics.The traditional teaching method(LBL)was used in class one and the integrated teaching method of TBL,PBL and CBL(multi-mode teaching method)was used in the class two.The teaching effects of the two groups were evaluated by the results of experiment report,film reading and questionnaires after class.The scores of experiment report and film reading in the multi-mode group were higher than those in the traditional group(P<0.05).The satisfaction of teaching,the enthusiasm of consulting literature,the ability of communication and the willingness of oral expression in the multi-mode group were higher than those in the traditional group.Medical imaging diagnosis experiment course is different from basic medicine and clinical medicine experiment course.The combined teaching method of TBL,PBL and CBL can stimulate students’enthusiasm for exploring knowledge,improve their innovative thinking and imaging diagnosis analysis ability,and improve their academic performance.

关 键 词：TBL PBL CBL 医学影像诊断学 实验课 

分 类 号：G434[文化科学—教育学] R-4[文化科学—教育技术学]