微助教联合PBL教学模式在中枢神经系统影像诊断教学中的应用分析  

Application Analysis of Micro-Teaching Assistant and PBL Teaching Mode in the Teaching of Central Nervous System Imaging Diagnosis

作　　者：武夏夏[1] 李贝 何志兵[1] 王勇[1] 

机构地区：[1]湖北医药学院襄阳市第一人民医院放射科,湖北 襄阳 [2]湖北医药学院2017级医学影像学3班,湖北 襄阳

出　　处：《教育进展》2022年第7期2350-2355,共6页Advances in Education

摘　　要：目的:探索微助教联合以探讨问题(Problem-Based Learning, PBL)为主的教学模式在中枢神经系统影像诊断教学中的应用分析。方法:湖北医药学院第四临床学院2017级医学影像学五年制本科全体学生共48人,随机分为三组:传统教学模式(Lecture-Based Learning, LBL)组、PBL教学模式组、微助教 + PBL教学模式组,每组16人。3组授课教师相同并以中枢神经系统这一章节教学大纲授课。结果:授课结束后对三组学生的理论测试成绩、讨论过程表现及医学影像学客观结构化临床技能考试(Objective Structured Clinical Examination, OSCE)进行比较分析,在理论成绩方面,微助教 + PBL组和LBL组之间、微助教 + PBL组和PBL组之间比较差异有统计学意义(PObjective: To explore the application analysis of micro-teaching assistant and based on Problem-Based Learning (PBL) teaching mode in the teaching of central nervous system imaging diagnosis. Methods: A total of 48 five-year undergraduate students enrolled in the fourth Clinical College of Hubei University of Medicine were randomly divided into three groups: Lecture-Based Learning (LBL) group, PBL teaching mode group, micro-teaching assistant + PBL teaching mode group, and each group has 16 people. The 3 groups of instructors were the same and taught in the syllabus of the chapter on the central nervous system. Results: After the end of the teaching, the scores of the three groups of students (the theoretical test scores, case discussion scores, and Objective Struc-tured Clinical Examination (OSCE)) were compared and analyzed. In terms of theoretical test scores, there were statistically significant differences (P

关 键 词：微助教 PBL 医学影像学 教学效果 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]