基于PACS的PBL联合CBL模式在血管超声教学中的应用

Application of PBL combined with CBL mode based on PACS in the teaching of vascular ultrasound

目的探讨应用以问题为基础的教学(PBL)、以案例为基础的教学(CBL)联合影像存档与传输系统(PACS)在血管超声临床教学中的价值。方法将2024年1月—2024年6月在血管超声科实习的本科生60例随机分为两组。试验组30例,应用PBL、CBL教学模式联合PACS系统进行教学;对照组30例,以传统教学方式,小讲课形式进行学习。学习30 d后出科,通过专业考核及问卷满意度调查评价教学效果。结果试验组学生的理论考核、操作考核、报告分析考核成绩均高于对照组,差异有统计学意义(P<0.05)。在问卷调查中,学生对试验组教学模式的满意度优于对照组,差异有统计学意义(P<0.05)。结论应用PBL、CBL教学模式联合PACS系统进行血管超声诊断的实习教学,有助于提升教学效果,同时提高学生满意度。

Objective To explore the value of problem-based learning(PBL)and case-based learning(CBL)combined with picture archiving and communication system(PACS)in clinical teaching of vascular ultrasound.Methods Sixty undergraduate students who interned in the Department of Vascular Ultrasound from January to June 2024 were randomly divided into two groups.The experimental group consisted of 30 students and used the PBL and CBL teaching model combined with PACS for teaching.The control group consisted of 30 students and used traditional teaching methods and small lectures.After 30 days of study,the teaching effectiveness was evaluated through professional assessment and satisfaction questionnaire survey.Results The theoretical assessment,operation assessment,and report analysis assessment scores of the experimental group were significantly higher than those of the control group(P<0.05).In the questionnaire survey,students’degree of satisfaction with the teaching model of the experimental group was significantly better than that of the control group(P<0.05).Conclusion The application of the PBL and CBL teaching model combined with PACS for practical teaching of vascular ultrasound diagnosis helps improve teaching effectiveness and increase students’degree of satisfaction.