基于病例学习的断层影像解剖学与局部解剖学联合教学模式探索  

Exploration of the Joint Teaching Model of Tomographic⁃radiologic Anatomy and Topographic Anatomy in A Way of Case⁃based Learning

作　　者：赵青 刘伟[2] 张红梅 赵心明 周纯武 ZHAO Qing;LIU Wei;ZHANG Hongmei;ZHAO Xinming;ZHOU Chunwu(Department of Diagnostic Imaging,National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital,Chinese Academy of Medical Sciences&Peking Union Medical College,Beijing 100021,China;Department of Human Anatomy,Histology and Embryology,Institute of Basic Medical Sciences,Neuroscience Center,School of Basic Medicine,Chinese Academy of Medical Sciences&Peking Union Medical College,Beijing 100005,China)

机构地区：[1]国家癌症中心,国家肿瘤临床医学研究中心,中国医学科学院北京协和医学院肿瘤医院影像诊断科,北京100021 [2]中国医学科学院,北京协和医学院基础医学研究所人体解剖与组织胚胎学系,北京100005

出　　处：《协和医学杂志》2024年第5期1217-1223,共7页Medical Journal of Peking Union Medical College Hospital

基　　金：北京协和医学院2022年教学质量工程项目(2022zlgc0711);中国医学科学院肿瘤医院住培教学研究课题(E2023014)。

摘　　要：目的探索基于病例学习的断层影像解剖学与局部解剖学联合教学模式对医学生教育的促进作用。方法采用随机抽样法,将临床八年制试点班学生与影像专业硕士研究生等比例分配至联合教学组和对照组,分别接受基于病例学习的断层影像⁃局部解剖学课程联合教学和传统局部解剖学课程教学。课程结束后,两组学生均进行理论考核和课程评价。结果共入选68名学生为研究对象,包括北京协和医学院2022级临床医学八年制试点班学生39人、影像专业一年级硕士研究生29人。其中联合教学组34人(临床医学八年制20人,影像专业硕士研究生14人)、对照组34人(临床医学八年制19人,影像专业硕士研究生15人)。联合教学组学生平均理论考核成绩,及在“课程可提高解剖学知识的掌握度”“课程可提高解剖学课程学习兴趣”“课程可提高影像学知识的认知度”“课程可提高临床综合能力”4个维度的课程评价评分高于对照组(P均<0.05)。亚组分析结果显示,相较于对照组,联合教学组临床医学八年制、影像专业硕士研究生的平均理论考核成绩均更高,且联合教学可显著提升临床医学八年制学生的影像认知和临床综合能力,而影像专业硕士研究生在解剖学知识掌握与临床应用方面的获益更加显著。结论基于病例学习的断层影像解剖学与局部解剖学联合教学模式可促进不同学制医学生的解剖学知识掌握、影像学认知及临床综合应用。Objective To explore how the joint⁃teaching mode of tomographic⁃radiologic anatomy and topographic anatomy in a way of case⁃based learning(CBL)promotes the education of medical students.Methods According to the principle of systematic random sampling,the students of the eight⁃year pilot class of clinical medicine and the graduate students majoring in medical imaging were randomly assigned to the joint teaching group and the control group.They respectively received the joint⁃teaching of tomographic and topographic anatomy based on CBL and the traditional teaching of topographic anatomy.At the end of the course,both groups of students had a theoretical knowledge test and a course evaluation.Results A total of 68 students were recruited in this study,including 39 students from the 2022 grade of eight⁃year pilot class of clinical medicine in Peking Union Medical College and 29 first⁃year master students majoring in medical imaging.There were 34 students in the joint teaching group(20 from the 8⁃year pilot class and 14 from the master's program)and 34 students in the control group(19 from the 8⁃year pilot class and 15 from the master's program).The average knowledge test scores and course evaluation scores in the four dimensions of“improving the mastery of anatomy knowledge”,“improving the interest in anatomy”,“improving the recognition of radiologic knowledge”,and“improving the clinical comprehensive ability”were significantly higher in the joint teaching group than in the control group(all P<0.05).In the subgroup analysis,the average knowledge test scores of the students from the 8⁃year pilot class and master's program in the joint teaching group were respectively higher than those in the control group.In addition,joint teaching could significantly improve the radiologic cognition and comprehensive clinical ability of the students from the 8⁃year pilot class,while students from the master's program may benefit more in anatomy knowledge and clinical application.Conclusions The ca

关 键 词：局部解剖学 断层影像解剖学 联合教学 以病例为基础的学习 

分 类 号：R322[医药卫生—人体解剖和组织胚胎学] R445[医药卫生—基础医学]