PBL+比较影像学教学法在《医学影像诊断学》教学中的应用研究

Application of PBL+Comparative Imaging Teaching Method in the Teaching of Diagnostic Medical Imaging

目的探讨PBL+比较影像学教学法在《医学影像诊断学》教学中的应用研究价值。方法选取湖北医药学院第四临床学院2015级医学影像学专业50名学生作为研究对象,按照学号将他们随机分为两大组,每组25人,试验组(A组)采用PBL+比较影像学教学法的模式进行教学,对照组(B组)采用传统教学模式教学。比较两组学生在《医学影像诊断学》教学中学生的上课出勤率、期末理论考试和实践技能考核成绩及综合评价效果。结果试验组学生的出勤率明显高于对照组学生的(P<0.05);试验组学生期末理论考试和实践技能考核成绩明显高于对照组的,差异有统计学意义(P<0.05);通过授课老师综合测评及两组学生教学效果问卷调查结果比较,试验组学生的上课出勤率、学习兴趣和主动性、查阅文献能力、团队协作能力、临床思维能力、临床应用能力、影像诊断能力以及总体评价满意度明显高于对照组的学生的,差异有统计学意义(P<0.05)。结论在《医学影像诊断学》教学过程中,PBL+比较影像学教学法教学更能提高学生上课出勤率,调动学生学习兴趣和主动性,提升学生的理论考试和实践技能考核成绩,提高他们的查阅文献能力、团队协作能力、临床思维能力、临床应用能力、影像诊断能力以及总体评价满意度。

Objective:To explore the application value of PBL(problem-based learning)+comparative imag-ing teaching method in the teaching of Diagnostic Medical Imaging.Methods:Fifty students majoring in medical imaging of Grade 2015 in the Fourth Clinical Medical College of Hubei University of Medicine were selected as the research object,and they were randomly divided into two groups according to the student number.The experi-mental group(Group A)adopted the model of PBL+comparative imaging teaching method,while the control group(Group B)adopted the traditional teaching method.The attendance rate in class,final academic and experi-mental skills test scores and comprehensive evaluation effect of the students in the two groups in the teaching of Diagnostic Medical Imaging were compared to evaluate the teaching effect.Results:The students'attendance rate in class of Group A was significantly higher than that of Group B(P<0.05);The students'final academic and experimental skills test scores of Group A were significantly higher than those of Group B,the difference was sta-tistically significant(P<0.05);The results of the questionnaire survey showed that the learning interest and initia-tive,consulting the literature ability,teamwork cooperation ability,clinical thinking ability,clinical application ability,imaging diagnostic ability and overall evaluation satisfaction and overall satisfaction of the students in Group A were significantly higher than those in Group B(P<0.05).Conclusion:In the teaching process of Diagnos-tic Medical Imaging,PBL+comparative imaging teaching method could improve students'attendance rate in class,mobilize students'interest in learning and initiative,improve students'theoretical examination and practi-cal skills assessment score.This method is of great help to improve the teaching effect and teaching quality of Di-agnostic Medical Imaging,and it is worthy of popularization and application in the majority of medical colleges and universities.