启发式教学在临床医学专业本科生医学影像学实习教学中的应用研究

Application of heuristic teaching in film-reading session of radiology education for medical students

目的探讨启发式教学在临床医学专业本科生医学影像学实习课教学中的应用效果。方法选择北京大学2008至2010级八年制临床医学专业第3年级学生共66人为教学对象，分为实验组（n=33）和对照组（n=33）。实验组采用启发式教学，教师通过提问，运用设疑启发、故事启发、直观启发等方法，引导学生发现和解决问题，培养其影像学思维能力。对照组采用讲授式教学。在学期末进行试卷考核和问卷调查，并在2008级和2009级学生临床实习1年后再次进行问卷调查。分别采用t检验和秩和检验比较两组学生试卷成绩差异和问卷调查结果。结果试卷分析表明，实验组各年级期末考试成绩均高于对照组（2008、2009、2010级两组比较，P值分别为0．015、0．001、0．026）。两次问卷调查显示，实验组在学习兴趣、临床思维能力、临床应用能力、解决疑难问题能力及语言能力的培养方面均优于对照组。结论在临床医学专业本科生医学影像学实习课教学中，合理应用启发式教学，有助于提高学生学习的积极性和主动性；有助于培养医学生的临床应用能力；同时。也能提高教师的教学水平。

Objective to probe the potential application and advantages of heuristic method in the film-reading session of Imaging Radiology. Methods 66 eight-year program clinical medical juniors in the grade of 2008 to 2010 in Beijing University were selected as the subject and were evenly divided into two groups. Experimental group （n=33） was taught with heuristic method, in which the teacher ask questions and lead the students to find the way to solve problems in the way of clinical thinking mode. Control group（n=33） was taught with didactic method. The analysis of final examina- tion of radiology course and an anonymous questionnaire survey were carried out at the end of semester, and the questionnaire survey to the students in grade 2008 and 2009 was conducted again after 1 years of their clinical practice. Results The score of students in experimental group were higher than those of control group （P=0.015, 0.001, 0.026 for the students in the grade of 2008, 2009 and 2010 seperately）. The two survey shows that the experimental group is better than the control group in the aspects of learning interest, clinical thinking ability, clinical application ability, solving difficult prob- lem ability and language expression ability. Conclusion In the medical imaging practice teaching for clinical medical specialty undergraduate, the reasonable application of heuristic teaching, helps to im- prove students＇ learning enthusiasm and initiative, helps to cultivate medical students＇ ability of clinical application, and at the same time, can also improve teachers＇ teaching level.