放射科住培医师教学中采用CBL加PBL教学模式的效果评估

Evaluation of Effect of CBL Plus PBL in the Teaching of Resident Doctors in Radiology Department

目的评估放射科住培医师教学中采用案例教学法(case-based learning,CBL)加问题驱动教学法(problem based learning,PBL)教学模式的效果。方法选取2017年1月—2022年6月湘潭市中心医院放射科接收的放射诊断专业住培医师56名作为研究对象,采用双盲法分为两组,每组28名。常规组执行常规教学模式,联合组执行CBL加PBL教学模式。比较两组接受教学后的考核成绩、综合能力、教学效果满意率。结果联合组的考核成绩(放射科理论认知、放射科技能操作)高于常规组,差异有统计学意义(P<0.05);联合组的综合能力(独立阅片、临床思辨、团队协作、解决问题)评分高于常规组,差异有统计学意义(P<0.05);联合组的教学效果满意率高于常规组,差异有统计学意义(P<0.05)。结论在为放射科医师教学时,常规教学模式与CBL加PBL教学模式均可起到一定的教学效果,但后者效果明显更高,能够拓展医师的理论认知,增强其综合能力。

Objective To evaluate the effect of case-based learning(CBL)and problem based learning(PBL)in the teaching of resident physicians in radiology department.Methods Fifty-six resident physicians in the Department of Radiology of Xiangtan Central Hospital from January 2017 to June 2022 were selected as the study subjects and divided into two groups with 28 in each group by double-blind method.The conventional group performed the conventional teaching mode,and the combined group performed the CBL plus PBL teaching mode.The assessment results,comprehensive ability and satisfaction rate of teaching effect were compared between the two groups after receiving teaching.Results The assessment scores(theoretical cognition and technical operation of radiology)of the combined group were higher than those of the conventional group,and the difference was statistically significant(P<0.05).The scores of comprehensive ability(independent film reading,clinical thinking,teamwork,problem solving)in the combined group were higher than those in the conventional group,and the difference was statistically significant(P<0.05).The satisfaction rate of teaching effect in the combined group was higher than that in the conventional group,and the difference was statistically significant(P<0.05).Conclusion When teaching radiologists,both conventional teaching mode and CBL plus PBL teaching mode can play a certain teaching effect,but the latter has a significantly higher effect,which can expand doctors´theoretical cognition and enhance their comprehensive ability.