任务驱动式费曼学习法与合作学习在医学影像教学中的应用

Application Effect of Task-driven Feynman Learning Method and Cooperative Learning in Medical Imaging Teaching

目的 探讨在医学影像检查技术教学中给予任务驱动式费曼学习法与合作学习的应用效果。方法 选取2020年12月—2021年11月在遵义医科大学附属医院医学影像科实习的43名实习生,均给予任务驱动式费曼学习法与合作学习,课程为《医学影像检查技术学》,比较教学前后批判性思维能力、自我导向学习能力及学习主动性,分析教学成绩、教学满意度。结果 教学后与教学前相比,中文版批判性思维能力测量表(critical thinking disposition inventory-Chinese version,CTDI-CV)评分明显更高,差异有统计学意义(P <0.05);教学后与教学前相比,中文版自我导向学习能力评定量表(self-rating scale of self-directed learning-Chinese version,SRSSDL-CV)评分明显更高,差异有统计学意义(P <0.05);教学后与教学前相比,学习积极主动性量表(active learning state,ALS)评分明显更高,差异有统计学意义(P <0.05);43名实习生理论成绩平均为(92.45±5.49)分,操作成绩平均为(90.54±4.74)分;43名实习生中,教学满意42名,教学总满意度为97.67%(42/43)。结论 在医学影像检查技术教学中给予任务驱动式费曼学习法与合作学习,能够改善实习生的批判性思维能力,增强自我导向学习能力、学习主动性,且教学成绩较好,教学满意度较高。

Objective To explore the application effect of task-driven Feynman learning method and cooperative learning in the teaching of medical imaging technology.Methods A total of 43 interns who were practiced in the department of medical imaging of the Affiliated Hospital of Zunyi Medical University from December 2020 to November 2021 were selected,and they were given task-driven Feynman learning method and cooperative learning.The course was"Medical imaging technology".The critical thinking ability,self-directed learning ability and learning initiative before and after teaching were compared,and teaching achievement and teaching satisfaction were analyzed.Results The scores of critical thinking disposition inventory-Chinese version(CTDI-CV)were significantly higher after teaching than before teaching,and the difference was statistically significant(P<0.05).The scores of self-rating scale of self-directed learning-Chinese version(SRSSDL-CV)scores were significantly higher than before teaching,and the differences were statistically significant(P<0.05).The scores of active learning state(ALS)were significantly higher after teaching than before teaching,and the difference was statistically significant(P<0.05).The average scores of 43 interns were(92.45±5.49)points,and the average operation scores were(90.54±4.74)points.Among the 43 interns,42 were satisfied with the teaching,and the overall teaching satisfaction rate was 97.67%(42/43).Conclusion The task-driven Feynman learning method and cooperative learning in the teaching of medical imaging technology can improve the interns'critical thinking ability,enhance their self-directed learning ability and learning initiative,and teaching performance is good and teaching satisfaction is high.