PACS+CBL+PBL在医学影像教学中应用的Meta分析  

Meta-analysis of PACS+CBL+PBL in Teaching Medical Imaging

作　　者：夏露花 崇乐 李红玉 王新华 乔铮 赵艳萍 董占飞 XIA Lu-hua;CHONG le;LI Hong-yu;WANG Xin-hua;QIAO Zheng;ZHAO Yan-ping;DONG Zhan-fei(The Third Clinical College of Xinjiang Medical University/Department of Nuclear Medicine,Tumor Hospital Affiliated to Xinjiang Medical University,Urumgi 830011,The Xinjiang Uygur Autonomous Region,China;The Third Clinical College of Xinjiang Medical University/Department of Ultrasound Medicine,Tumor Hospital Affiliated to Xinjiang Medical University,Urumgi 830011,The Xinjiang Uygur Autonomous Region,China;The Third Clinical College of Xinjiang Medical University/Department of Breast Medicine,Tumor Hospital Affiliated to Xinjiang Medical University,Urumgi 830011,The Xinjiang Uygur Autonomous Region,China)

机构地区：[1]新疆医科大学第三临床医学院/新疆医科大学附属肿瘤医院核医学科,新疆乌鲁木齐830011 [2]新疆医科大学第三临床医学院/新疆医科大学附属肿瘤医院超声科,新疆乌鲁木齐830011 [3]新疆医科大学第三临床医学院/新疆医科大学附属肿瘤医院乳腺内科,新疆乌鲁木齐830011

出　　处：《中国CT和MRI杂志》2025年第1期183-185,共3页Chinese Journal of CT and MRI

基　　金：新疆医科大学第三临床医学院教育改革项目(SLC202215)。

摘　　要：目的 系统评价PACS+C BL+P BL联合教学法在影像医学教学中的教学效果。方法 检索中英数据库,发表关于PACS+CBL+PBL联合教学方法对比单独传统教学方法在影像医学中教学效果的随机对照研究,检索时限为从建库至2023年07月31日,提取数据为实验组与对照组理论成绩及技能成绩均值(MD)、标准差(SD)及95%置信区间(95%CI),使用RevMan5.4软件中Cochrane偏倚风险评估工具进行文献质量评价,运用STATA14.0软件进行纳入研究数据的综合Meta分析,并对所纳入的研究进行Begg's test和Egger's检验评价纳入研究是否存在发表偏移。结果 共纳入符合纳入排除标准的10项相关研究,共604名影像医学学生,实验组304例,对照组300例,男生278例,女生326例。研究结果显示实验组与对照组相比,理论成绩(MD=7.30, 95%CI为5.7-28.88,P<0.05);技能成绩(MD=9.02,95%CI为6.35-11.68,P<0.05),且差异均具有统计学意义,实验组理论成绩与实践成绩均明显优于对照组。结论 采用PACS+CBL+PBL教学法在影像医学教学中效果优于传统教学法。Objective To systematically evaluate the teaching effectiveness of Yu PACS+CBL+PBL combined teaching method in teaching imaging medicine.Methods Chinese and English databases were searched to publish randomized controlled studies on the teaching effect of PACS+CBL+PBL combined teaching method compared with traditional teaching method alone in imaging medicine.The search time limit was from the establishment of the database to July 31,2023.The extracted data were the mean(MD),standard deviation(SD)and 95%confidence interval(95%CI)of theoretical scores and skill scores of the experimental group and the control group.The literature quality was evaluated by using the Cochrane bias risk assessment tool in RevMan 5.4 software.Comprehensive meta-analysis of the included studies was performed using STATA14.0 software,and Begg's test and Egg's test were performed to evaluate whether there was publication bias in the included studies.Results A total of10 relevant studies that met the inclusion and exclusion criteria were included,totaling 604 imaging medicine students,304 in the experimental group and 300 in the control group,278 males and 326females.The results of the study showed that the experimental group compared with the control grou p,the theo retical achievement(M D=7.30,95%CI 5.72-8.88,P<0.05);skills achievement(MD=9.02,95%CI 6.35-11.68,P<0.05),a nd the differences were statistically significa nt,the experimental group's theoretical achievement and practical achievement were significantly better than that of the control group.Conclusion The use of PACS+CBL+PBL teaching method is better than traditional teaching method in teaching imaging medicine.

关 键 词：PACS CBL PBL 影像医学 META分析 

分 类 号：R642.4[医药卫生—外科学]