多元教学法在医学影像学教学中的应用  

Application of Diversified Teaching Method in Medical Imaging Teaching

作　　者：叶丽芳[1] 张文浩[1] 温宇[1] 龙振楚 陈苓[1] 李新春[1] 邓宇[1] YE Lifang;ZHANG Wenhao;WEN Yu;LONG Zhenchu;CHEN Ling;LI Xinchun;DENG Yu(Department of Diagnostic Radiology Teaching and Research,the First Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510163,China)

机构地区：[1]广州医科大学附属第一医院放射诊断学教研室,广东广州510163

出　　处：《中国继续医学教育》2024年第23期100-104,共5页China Continuing Medical Education

基　　金：广东省研究生教育创新计划项目(2022JGXM087);广州市高等学校教育教学改革项目(2022JXGG076);广州医科大学教育教学改革项目(PX-61211304)。

摘　　要：目的探讨案例教学法(case-based learning,CBL)、以团队为基础的学习(team-based learning,TBL)联合基于医学影像存档与传输系统(picture archiving and communication system,PACS)、思维导图的多元教学法在医学影像学教学中的应用价值。方法选取2022年1月—2023年12月广州医科大学附属第一医院放射科36名本科实习生为研究对象,2018级实习生为对照组,2019级实习生为试验组,对照组采用传统教学法,试验组采用多元教学法,对比2组出科理论知识考核平均成绩和实践技能考核平均成绩。结果试验组实习生出科理论知识考核、实践技能考核和总成绩分别是(44.78±2.44)分、(39.50±2.43)分和(84.28±4.78)分,均高于对照组的(39.72±3.36)分、(34.50±3.13)分和(74.22±6.42)分,差异有统计学意义(P<0.001)。试验组实习生的整体成绩等级优于对照组,差异有统计学意义(P<0.05)。结论CBL、TBL联合PACS、思维导图多元教学法可以满足当前医学影像学实习教学目标,促进实习生自主学习并提升教学效果。Objective To explore the applicative efficiency of case-based learning(CBL),team-based learning(TBL)combined with picture archiving and communication system(PACS)and mind map multidimensional teaching method in medical imaging teaching.Methods A total of 36 undergraduate interns in the department of radiology of the First Affiliated Hospital of Guangzhou Medical University from January 2022 to December 2023 were selected as the objects of this research.The interns at level 2018 were selected as the control group,while the interns at level 2019 were selected as the experimental group.Traditional teaching mode was applied in the control group,while the diversified teaching mode was applied in the experimental group.The average scores of theoretical knowledge assessment and practical skills assessment were compared between the two groups.Results The average scores of theoretical knowledge and practical skills for the experimental group students were(44.78±2.44)points and(39.50±2.43)points,respectively,which were higher than(39.72±3.36)points and(34.50±3.13)points in the control group,and the difference was statistically significant(P<0.001).The overall performance level of interns in the experimental group was better than that in the control group,and the difference was statistically significant(P<0.05).Conclusion The diversified teaching method combined of CBL,TBL,PACS,and mind map can meet the current teaching objectives of medical imaging internships,promote interns’autonomous learning,and improve teaching effectiveness.

关 键 词：医学影像学 思维导图 案例教学法 团队式学习 影像存档与通信系统 诊断思维 

分 类 号：G642[文化科学—高等教育学]