多种教学方法相结合在临床医学专业学生医学影像学教学中的应用  

Application of combining multiple teaching methods in medical imaging teaching for undergraduate medical students

作　　者：韩冰[1] 韩志江[1] 刘学竞 潘淑淑 阮玫 王玫 丁忠祥 Han Bing;Han Zhijiang;Liu Xuejing;Pan Shushu;Ruan Mei;Wang Mei;Ding Zhongxiang(Department of Radiology,Hangzhou First People′s Hospital,Zhejiang University,Hangzhou 310006,China)

机构地区：[1]浙江大学附属杭州市第一人民医院放射科,杭州310006

出　　处：《中华医学教育杂志》2023年第12期907-911,共5页Chinese Journal of Medical Education

基　　金：南京医科大学2021年度教育研究立项课题(2021ZC081)。

摘　　要：目的探讨画图法、病理思维导图和基于问题学习(problem-based learning, PBL)多种教学方法相结合在医学影像学教学中的应用效果。方法本研究采用试验对照方法。2022年2至5月, 选取浙江中医药大学2019级五年制临床医学专业61名学生为研究对象, 以班级为单位分为试验组31名学生和对照组30名学生。试验组学生理论课程采用病理思维导图+PBL教学, 实验课程采用传统讲授式阅片教学+画图法。对照组学生理论和实验课程均采用传统讲授式教学。通过两组学生课堂成绩、期末成绩、问卷调查结果进行教学效果评价。数据分析采用t检验和χ^(2)检验。结果试验组学生课堂成绩和期末成绩均优于对照组学生[(72.24±6.45)分比(63.52±11.31)分、(83.26±7.44)分比(79.25±7.70)分], 其差异均具有统计学意义(均P<0.05)。问卷调查结果显示, 试验组和对照组分别有27名(87.1%)和12名(40.0%)学生认为主动学习能力得到提升, 分别有27名(87.1%)和5名(16.7%)学生认为临床实践能力得到提高, 分别有28名(90.3%)和14名(46.7%)学生认为临床思维能力得到提高, 差异均具有统计学意义(均P<0.05)。结论多种教学方法相结合有助于提高学生医学影像学的学习主动性, 培养学生的临床实践和临床思维能力。Objective To investigate the application of teaching methods that integrate multiple teaching forms including drawing method,pathological mind mapping and problem-based learning(PBL)in the teaching of medical imaging.Methods A trial-controlled method was used in this study from February to May 2022.A total of 61 students in class of 2019 five-year clinical medicine major of Zhejiang Chinese Medicine University were selected as the research subjects,and were randomly divided into study group(n=31)and control group(n=30)by class unit.The theoretical course of the study group adopts pathological mind map+PBL teaching,and the experimental course adopts the lecture-based learning(LBL)reading+drawing method.LBL teaching method was adopted for both theory and experimental classes in the control group.The teaching effect was evaluated through two groups of students′classroom achievements,final grades and questionnaires.The t-test and theχ^(2) test were used for data analysis.Results The classroom performance and final grades in the study group were better than those in the control group[(72.24±6.45)vs.(63.52±11.31),(83.26±7.44)vs.(79.25±7.70),all P<0.05].The results of the questionnaire showed that 27(87.1%)students in the study group believed that their active learning ability was improved,compared with 12(40.0%)students in the control group;27(87.1%)students in the study group believed that their clinical practice ability was improved,compared with 5(16.7%)students in the control group;28(90.3%)students in the study group thought that their clinical thinking skills were improved,compared with 14(46.7%)students in the control group(all P<0.05).Conclusions The pathological mind map+PBL teaching method is used for the medical imaging theory course and the reading+drawing method for LBL teaching is used in the experimental course,which is helpful to give full play to students′learning initiative and cultivate students′clinical practice and clinical thinking ability.

关 键 词：教学 医学影像学 画图法 思维导图 基于问题学习 

分 类 号：R-05[医药卫生]