CBL-Seminar教学模式应用于实习生超声诊断实践中的研究  

Research on the Application of CBL-Seminar Teaching Mode in Ultrasound Diagnosis Practice

作　　者：周美君[1] 王健 罗红缨[1] ZHOU Meijun;WANG Jian;LUO Hongying(Department of Ultrasound Medicine,Affiliated Hospital of Xiangnan University,Chenzhou 423000,Hunan,China;Department of Radiology,Affiliated Hospital of Xiangnan University,Chenzhou 423000,Hunan,China)

机构地区：[1]湘南学院附属医院超声医学科,湖南郴州423000 [2]湘南学院附属医院放射科,湖南郴州423000

出　　处：《中国卫生产业》2024年第12期216-219,共4页China Health Industry

基　　金：湘南学院2020年校级普通教学改革研究项目(编码34号)。

摘　　要：目的研究在超声诊断实践教学过程中应用基于案例教学法(case-based learning,CBL)联合课堂研讨式(Seminar)教学模式的实际教学效果。方法选取2020年6月—2022年6月湘南学院附属医院的60名2018级临床影像技术专业的实习生为研究对象,通过随机数字表法将学生分为对照组和研究组,每组30名。对照组行传统教学方法,研究组使用CBL-Seminar教学模式。比较两组学生的出科测试成绩、教学状态和满意度情况。结果研究组学生的各项出科测试成绩均高于对照组,差异有统计学意义(P均<0.05)。研究组学生教学状态评分分别为学习状态(92.6±1.9)分、实操状态(90.6±3.0)分、诊断状态(94.6±1.2)分,均优于对照组的(90.5±2.5)分、(88.7±3.5)分、(92.8±2.0)分,差异有统计学意义(t=3.663、2.258、4.227,P均<0.05)。研究组学生各项学习满意度评分高于对照组,差异有统计学意义(P均<0.05)。结论超声诊断教学模式中实施CBL-Seminar教学模式更适合超声诊断实践的教学发展需求,能够提高学生的出科测试成绩,提升学生的学习状态及学习满意度。Objective To study the practical teaching effect of case-based learning(CBL)combined with Seminar in the practical teaching of ultrasound diagnosis.Methods From June 2020 to June 2022,sixty interns majoring in clinical imaging technology of grade 2018 were selected from the Affiliated Hospital of Xiangnan University as the research objects.The students were divided into control group and study group by random number table method,thirty in each group.The control group was given traditional teaching methods,and the study group was given CBL-Seminar teaching mode.The test scores,teaching status and satisfaction of the two groups of students were compared.Results The test scores of the students in the study group were higher than those in the control group,and the differences were statistically significant(all P<0.05).The teaching status scores of the students in the study group were 92.6±1.9,90.6±3.0 and 94.6±1.2,which were better than 90.5±2.5,88.7±3.5 and 92.8±2.0 in the control group,and the differences were statistically significant(t=3.663,2.258,4.227,all P<0.05).The learning satisfaction scores of the students in the study group were higher than those in the control group,and the differences were statistically significant(all P<0.05).Conclusion The implementation of CBL-Seminar teaching mode in ultrasonic diagnosis teaching mode is more suitable for the teaching development needs of ultrasonic diagnosis practice.It can improve students'test scores,improve students'learning status and learning satisfaction.

关 键 词：基于案例教学法 课堂研讨 教学方法 超声诊断 实习 

分 类 号：G642.4[文化科学—高等教育学] R4[文化科学—教育学]