目的:探讨在乳腺癌诊疗培训中,采用医学影像信息存档和通信系统(PACS)平台下的多学科综合基于问题的学习(PBL)教学模式的成效。方法:选取2021年10月~2022年10月于我院甲乳外科进行学习的159名医学生作为研究对象,按照随机数字表法将其分...目的:探讨在乳腺癌诊疗培训中,采用医学影像信息存档和通信系统(PACS)平台下的多学科综合基于问题的学习(PBL)教学模式的成效。方法:选取2021年10月~2022年10月于我院甲乳外科进行学习的159名医学生作为研究对象,按照随机数字表法将其分为PBL组(n = 78例)和PACS + PBL组(n = 81例)。结果:PACS平台下多学科综合PBL教学模式在乳腺癌诊疗培训中具有显著的优势和成效(P Objective: To explore the effectiveness of the multidisciplinary problem-based learning (PBL) teaching model under the PACS platform in breast cancer diagnosis and treatment training. Methods: 159 medical students who studied in the Department of Breast Surgery at our hospital from October 2021 to October 2022 were selected as the research subjects. They were randomly divided into a PBL group (n = 78) and a PACS + PBL group (n = 81) using a random number table method. Results: The multidisciplinary integrated PBL teaching mode under the PACS platform has significant advantages and effects in breast cancer diagnosis and treatment training (P < 0.05). This teaching mode can not only improve students’ theoretical knowledge and operational skills but also cultivate their comprehensive qualities such as self-learning ability, teamwork ability, and critical thinking ability. Conclusion: Breast cancer diagnosis and treatment training provides new teaching ideas and methods, improves the training effect, and promotes the comprehensive improvement of breast cancer diagnosis and treatment.展开更多
文摘目的:探讨在乳腺癌诊疗培训中,采用医学影像信息存档和通信系统(PACS)平台下的多学科综合基于问题的学习(PBL)教学模式的成效。方法:选取2021年10月~2022年10月于我院甲乳外科进行学习的159名医学生作为研究对象,按照随机数字表法将其分为PBL组(n = 78例)和PACS + PBL组(n = 81例)。结果:PACS平台下多学科综合PBL教学模式在乳腺癌诊疗培训中具有显著的优势和成效(P Objective: To explore the effectiveness of the multidisciplinary problem-based learning (PBL) teaching model under the PACS platform in breast cancer diagnosis and treatment training. Methods: 159 medical students who studied in the Department of Breast Surgery at our hospital from October 2021 to October 2022 were selected as the research subjects. They were randomly divided into a PBL group (n = 78) and a PACS + PBL group (n = 81) using a random number table method. Results: The multidisciplinary integrated PBL teaching mode under the PACS platform has significant advantages and effects in breast cancer diagnosis and treatment training (P < 0.05). This teaching mode can not only improve students’ theoretical knowledge and operational skills but also cultivate their comprehensive qualities such as self-learning ability, teamwork ability, and critical thinking ability. Conclusion: Breast cancer diagnosis and treatment training provides new teaching ideas and methods, improves the training effect, and promotes the comprehensive improvement of breast cancer diagnosis and treatment.
