PBL、CBL联合TBL整合教学法在内侧颞叶萎缩评估教学中的应用效果  

The Application Effect of PBL,CBL and TBL Integrated Teaching Methods in Teaching Imaging Assessment of Medial Temporal Lobe Atrophy

作　　者：徐校佩 张睿婷 李凯程 曾庆泽 XU Xiaopei;ZHANG Ruiting;LI Kaicheng;ZENG Qingze(Department of Radiology,the Second Affiliated Hospital of Zhejiang University School of Medicine,Hangzhou Zhejiang 310009,China)

机构地区：[1]浙江大学医学院附属第二医院放射科,浙江杭州310009

出　　处：《继续医学教育》2024年第2期61-64,共4页Continuing Medical Education

摘　　要：目的探讨整合以问题为基础的教学法(problem-based learning,PBL)、以案例为基础的教学法(case-based learning,CBL)和以团队为基础的教学法(team-based learning,TBL)在内侧颞叶萎缩(medial temporal lobe atrophy,MTA)视觉评估教学中的应用效果。方法选取2022年5—8月在浙江大学医学院附属第二医院放射科进行住院医师规范化培训的2019、2021级学员40名作为研究对象,将其随机分为试验组和对照组,每组各20名,其中试验组施行PBL、CBL联合TBL整合教学法,对照组施行传统的以授课为基础的教学法(lecture-based learning,LBL)。对比2组学员的基础理论知识及影像学评估能力,以及对本次教学的满意度。结果相较于对照组学员,试验组学员基础理论知识及影像学评估能力评分均高于对照组,差异有统计学意义(P<0.05);试验组学员教学满意度等除适应教学模式外均较对照组提高,差异有统计学意义(P<0.05)。结论合理应用PBL、CBL联合TBL整合教学法可以有效强化MTA视觉评估教学质量,提高教学的满意度。Objective To explore the application effect of problem-based learning(PBL),case-based learning(CBL)and team-based learning(TBL)integrated teaching methods in visual assessment of medial temporal lobe atrophy(MTA).Methods A total of 40 students of grade 2019 and 2021 who received standardized training of residents in the department of radiology,the Second Affiliated Hospital of Zhejiang University School of Medicine from May to August 2022 were selected as the research objects.They were randomly divided into experimental group and control group,with 20 students in each group.The experimental group was given PBL,CBL and TBL integrated teaching methods,and the control group was given traditional lecture-based learning(LBL).The basic theoretical knowledge and imaging evaluation ability of the two groups of students and their satisfactions with the teaching were compared.Results Compared with the control group,the scores of basic theoretical knowledge and imaging evaluation ability of the experimental group were higher than those of the control group,with statistically significant differences(P<0.05).The teaching satisfaction of the experimental group were significantly higher than those of the control group except for the adaptive teaching mode,and the differences were statistically significant(P<0.05).Conclusion The rational application of PBL,CBL and TBL integrated teaching methods can effectively strengthen the teaching quality of MTA visual evaluation and improve the satisfaction of teaching.

关 键 词：教学 海马萎缩 影像学评估 住院医师规范化培训 放射学 神经影像 

分 类 号：G642[文化科学—高等教育学]