基于案例式教学在放射诊断进修教育中的应用价值

The application value of case-based learning in further education of radiology diagnosis

目的:探讨基于案例式教学法在放射诊断教学中的作用.方法:选取解放军总医院放射诊断科进修人员20人,随机平均分为A组(n=10)和B组(n=10),A组采用传统教学法,B组采用CBL教学法,教学内容为脑部神经上皮肿瘤的影像诊断,时间为3个月.采用理论考试方法评价教学前后两组的学习效果.结果:A、B两组基线时理论考试平均成绩分别为(72.2±7.6)分、(68.8±7.7)分,差异无统计学意义(P>0.05).经过三个月的学习后,A、B两组理论考试平均成绩分别为(78.8±7.6)分、(90.9±4.7)分,差异具有统计学意义(P<0.05),说明B组对神经上皮肿瘤影像诊断知识的掌握能力明显高于A组.结论:CBL教学法优于传统教学法,值得在放射诊断进修教育中推广.

AIM：To investigate the application value of CBL in the further education of radiology diagnosis. METHODS：A total of 20 doctors who worked in PLA General Hospital for further edu-cation of radiology were enrolled and classified into A（ n=10） and B（ n=10） groups randomly. Group A was given traditional teach-ing methods, while Group B was given CBL. Both groups studied imaging diagnosis of neuroepithelial tumor for 3 months. The method of theory examination was used to evaluate the teaching efficiency. RESULTS： There was no statistically significant difference for the mean theory examination score between Group A （72.2±7.6） and Group B（68.8±7.7） （P〉0.05）. After three months of teaching, there was a statistically significant difference between Group A （78.8±7.6） and Group B （90.9±4.7）for the theory examination score （ P〈0. 05 ） , and Group B had a good efficacy for the improvement of the neuroepithelial tumor diagnosis compared with Group A. CONCLUSION： Our study suggests that CBL can evidently improve the teaching efficacy when com-pared with traditional teaching, and it is worthy of widespread ap-plication in further education of radiology.