本科生医学影像学教学模式的评价探索

Exploration on Evaluation of Medical Image Teaching for Undergraduates

目的探索运用形成性考核、终结考核及主观量表评价医学影像学本科教学模式的应用。方法选取2022年2月—5月106名2020级空军军医大学本科学生作为研究对象,按照不同教学模式分为常规教学组和混合教学组,各53名。常规教学组采用传统的教学模式(先理论后实践),混合教学组则按照不同系统的教学顺序(理论与实践结合)。教学过程中采用基于Mini-CEX的主观量表和课后答题评价学生对教学的满意度和接受度,运用读片的方式进行形成性考核,教学结束后采用考试成绩进一步评价学生课程掌握程度。结果主观评价量表中显示了常规教学组学生对影像学习的兴趣、了解如何选择检查方法、对解剖学知识的理解、疾病征象描述、疾病分析、影像诊断均为4.00(3.00,4.00)分,总分为24.00(18.00,24.00)分,均高于混合教学组[3.00(3.00,4.00)分,19.00(17.50,23.50)分],差异有统计学意义(P<0.05)。对比2组课后测试、期末影像读片考核及理论测试结果,但差异无统计学意义(P>0.05)。结论应用形成性考核、终结考核及主观量表可从不同角度评估学生的学习兴趣及课程内容掌握程度,并实现医学影像学的管控和教学效果的提高。

Objective To explore the application value of formative assessment,summative assessment,and subjective scales in evaluating the undergraduate teaching mode of medical imaging.Methods A total of 106 undergraduate students of 2020 Air Force Military Medical University were selected as the research objects from February to May 2022.According to different teaching modes,they were divided into routine teaching group and mixed teaching group,with 53 students in each group.The conventional teaching group adopted the traditional teaching mode(theory before practice),and the mixed teaching group followed the teaching order of different systems(combination of theory and practice).A cross-sectional survey was carried out by online questionnaire to compare the students'acceptance of the course during the teaching period using the Mini-CEX based scale.The test scores from the class and the final examination were also compared between groups.Results The subjective evaluation scale showed that the students’interest in imaging learning in the conventional teaching group,the understanding of how to choose the examination method,the understanding of anatomical knowledge,the description of disease signs,the disease analysis,the imaging diagnosis were 4.00(3.00,4.00)points,respectively,with the total score 24.00(18.00,24.00)points.They were higher than those in the mixed teaching group[3.00(3.00,4.00)points,19.00(17.50,23.50)points],and the difference was statistically significant(P<0.05).There was no significant difference between the two groups in the results of after-school test,final image reading examination and theoretical test(P>0.05).Conclusion The application of formative assessment,summative assessment,and subjective scales can evaluate students'learning interests and mastery of course content from different perspectives,and achieve control over medical imaging and improve teaching effectiveness.