OSBL联合CBL新教学模式在医学影像学教学中的应用  

Application of OSBL Combined With CBL New Teaching Model in Medical Imaging Teaching

作　　者：刘丽君[1] 王泽锋[1] LIU Lijun;WANG Zefeng(Department of Imaging Diagnosis,the Affiliated Hospital of Inner Mongolia Medical University,Hohhot Inner Mongolia 010059,China)

机构地区：[1]内蒙古医科大学附属医院影像诊断科,内蒙古呼和浩特010059

出　　处：《继续医学教育》2025年第2期57-61,共5页Continuing Medical Education

基　　金：内蒙古医科大学2022年度校级教育教学改革项目(NYJXGG2022075)。

摘　　要：目的探讨基于器官系统的学习(organ system based learning,OSBL)联合案例教学法(case-based learning,CBL)新教学模式在医学影像学教学中的应用效果。方法选取2022年9月至2023年9月内蒙古医科大学医学影像学专业学生100名,按班级将其分为2组,对照组48名,采用传统模式教学,研究组52名,采用OSBL联合CBL新教学模式教学。对比2组理论考试成绩(外科学、内科学)、实践操作成绩(影像阅片诊断、影像综合分析、阅片总成绩)、综合能力、教学满意度。结果研究组学生期末外科学、内科学理论考试成绩为(90.24±2.32)分、(91.31±2.25)分,均较期中成绩升高,且高于对照组的(88.94±2.51)分、(89.64±2.62)分,差异有统计学意义(P<0.05)。研究组学生期末影像阅片诊断、影像综合分析实践操作成绩以及阅片总成绩为(42.25±1.94)分、(42.68±1.85)分、(83.93±2.90)分,均较期中成绩升高,且高于对照组的(40.11±2.53)分、(41.42±1.67)分、(80.53±1.96)分,差异有统计学意义(P<0.05)。相比对照组,研究组学习主动性、学习兴趣、实践能力、阅片能力、影像诊断思维、分析解决问题能力评分更高,差异有统计学意义(P<0.05)。研究组学生教学满意度为98.08%,高于对照组的83.33%,差异有统计学意义(P<0.05)。结论OSBL联合CBL新教学模式在医学影像学教学中的教学效果显著,可提高学生理论、操作成绩,促进其综合能力发展,提高教学满意度。Objective To explore the application effect of the new teaching model based on organ system based learning(OSBL)and case-based learning(CBL)in medical imaging teaching.Methods From September 2022 to September 2023,a total of 100 students majoring in medical imaging in Inner Mongolia Medical University were selected and divided into two groups according to class.48 students in the control group were taught in the traditional model,and 52 students in the research group were taught in the OSBL combined with CBL new teaching model.The results of theoretical examination(surgery,internal medicine),practical operation(diagnosis of image review,comprehensive analysis ability of image,total score of film review),comprehensive ability and teaching satisfaction of the two groups were compared.Results The scores of surgery and internal medicine in the research group were(90.24±2.32)points and(91.31±2.25)points,both of which were higher than those of the midterm,and higher than those of the control group[(88.94±2.51)points,(89.64±2.62)points],the differences were statistically significant(P<0.05).The final scores of the students in the research group were(42.25±1.94)points,(42.68±1.85)points and(83.93±2.90)points,which were higher than the mid-term scores,and higher than those of the control group[(40.11±2.53)points,(36.14±2.38)points,(80.53±1.96)points],the differences were statistically significant(P<0.05).Compared with the control group,the research group scored higher on initiative,learning interest,practical ability,film reading ability,image diagnosis thinking,analysis and problem solving ability,with statistical significance(P<0.05).The teaching satisfaction of the research group was 98.08%,higher than that of the control group(83.33%),and the difference was statistically significant(P<0.05).Conclusion The new teaching model of OSBL combined with CBL has remarkable teaching effect in medical imaging teaching,which can improve students'theoretical and operational performance,promote their comprehensive ability

关 键 词：医学影像学 医学教学 基于器官系统的学习 案例教学法 考试成绩 综合能力 满意度 

分 类 号：G642[文化科学—高等教育学]