CBL联合PBL教学模式在医学影像实训教学中的应用  

Application of CBL Combined with PBL Teaching Model in Medical Im⁃age Training

作　　者：梁艳梅 陈秋如 陈庆航 刘存东 张亚忠[1] LIANG Yanmei;CHEN Qiuru;CHEN Qinghang;LIU Cundong;ZHANG Yazhong(Department of Radiology,Wuzhou Hospital of Traditional Chinese Medicine(Wuzhou Hospital of Traditional Chi-nese Medicine Affiliated to Guangxi University of Traditional Chinese Medicine),Wuzhou 543002,Guangxi Zhuang Autonomous Region,China;Intelligent Imaging College,Liaoning He University,Shenyang 110163,Liaoning,China)

机构地区：[1]梧州市中医医院放射科(广西中医药大学附属梧州市中医医院),广西梧州543002 [2]辽宁何氏医学院智能影像学院,辽宁沈阳110163

出　　处：《中国卫生产业》2024年第16期30-33,共4页China Health Industry

基　　金：广西中医药大学校级教育教学改革与研究项目(2024C037);广西中医药大学人文社会科学研究项目(2020QN032);广西壮族自治区卫生健康委员会自筹经费科研课题(Z20190105);梧州市科技计划项目(201902204)。

摘　　要：目的探讨以案例为基础的教学法(case-based learning,CBL)联合以问题为基础的教学法(problem based learning,PBL)的教学模式在医学影像教学中的应用价值。方法选取广西中医药大学附属梧州市中医医院放射科实训的80名学生为研究对象。2021年7月—2023年7月实训的40名学生为对照组,采用以授课为基础的教学法(lecture-based learning,LBL);2023年8月—2024年6月实训的40名学生为观察组,采用CBL联合PBL教学模式教学,比较两组学生的理论成绩、技能成绩、满意度。结果观察组理论成绩为(92.36±5.42)分,技能考核成绩为(90.21±3.06)分,高于对照组的(80.18±7.43)分、(80.23±6.25)分,差异有统计学意义(t=8.376、6.344,P均<0.001)。观察组学生在提高学习兴趣、互联网及工具书查阅资料能力、沟通交流能力、分析解决问题能力,思维创新能力、集体协作能力、思政教育评价等方面的满意率均高于对照组,差异有统计学意义(P均<0.05)。结论CBL联合PBL教学模式在医学影像实训教学中能激发学生的学习兴趣、资料查阅能力、沟通交流能力、分析解决问题能力,创新思维能力、集体协作能力,培养良好的医德。Objective To explore the application value of case-based learning(CBL)combined with problem-based learning(PBL)in medical imaging teaching.Methods A total of eighty students from the radiology department of Wu-zhou Hospital of Traditional Chinese Medicine Affiliated to Guangxi University of Traditional Chinese Medicine were selected as the research objects.From July 2021 to July 2023,forty students in the control group were trained in lecture-based learning(LBL).From August 2023 to June 2024,forty students who were trained were used as the ob-servation group.CBL combined with PBL teaching mode was used to compare the theoretical scores,skill scores and satisfaction of the two groups of students.Results The theoretical score of the observation group was 92.36±5.42,and the skill assessment score was 90.21±3.06,which were higher than 80.18±7.43 and 80.23±6.25 of the control group,the differences were statistically significant(t=8.376,6.344,both P<0.001).The satisfaction rate of students in the ob-servation group was higher than that in the control group in improving learning interest,Internet and reference book access ability,communication ability,analysis and problem-solving ability,thinking innovation ability,collective co-operation ability and ideological and political education evaluation,and the differences were statistically significant(all P<0.05).Conclusion CBL combined with PBL teaching mode in medical imaging training teaching can stimulate students'interest in learning,data access ability,communication ability,analysis and problem solving ability,innova-tive thinking ability,collective cooperation ability,and cultivate good medical ethics.

关 键 词：医学影像学 临床教学 案例教学法 以问题为基础教学法 传统教学法 

分 类 号：R19[医药卫生—卫生事业管理]