摘要
目的评价以授课为基础的学习法(lecture-based learning,LBL)和以问题为基础的教学法(problem-based learning,PBL)双轨教学阅片模式在医学影像诊断教学中的应用价值。方法选择2021年1月—2022年3月期间的医学影像学专业本科生108名,随机分为传统带教组和LBL-PBL双轨教学模式组。采用调查问卷和技能考核方式进行考核及评价教学质量。结果改革教学组基础理论成绩明显高于对照组,差异有统计学意义(P<0.05);改革组基础理论考核成绩、病例分析成绩、病史采集技能成绩显著高于对照组,差异有统计学意义(P<0.05);改革组提升学习兴趣、增强团队合作能力、增进带教满意度、加强诊断思维等显著高于对照组,差异有统计学意义(P<0.05)。结论LBL-PBL双轨教学模式可以提高医学影像诊断学实习生的专业知识和临床技能,激发主动学习的能力。
Objective To evaluate the application value of lecture-based learning(LBL)and problem-based learning(PBL)dual-track teaching mode in the teaching of medical imaging diagnosis.Methods A total of 108 medical imaging undergraduates from January 2021 to March 2022 were randomly divided into the traditional teaching group and the LBL-PBL dual-track teaching model.The questionnaire and skill examination were adopted to assess and evaluate the teaching quality.Results The basic theory scores of the experimental group were significantly higher than those of the control group,and the difference was statistically significant(P<0.05).The basic theory assessment scores,case analysis scores,and medical history collection skills of the experimental group were significantly higher than those of the control group,and the difference was statistically significant(P<0.05).Stimulating learning interest,establishing clinical thinking,improving doctor-patient communication ability,and improving teamwork ability were significantly higher than those in the control group,and the difference was statistically significant(P<0.05).Conclusion The LBL-PBL dual-track teaching mode can improve the professional knowledge and clinical skills of medical imaging diagnostic interns,and stimulate the ability of active learning.
作者
谭永明
周福庆
姜建
占洁
蒋雯茜
何来昌
TAN Yongming;ZHOU Fuqing;JIANG Jian;ZHAN Jie;JIANG Wenqian;HE Laichang(Department of Radiology,the First Affiliated Hospital of Nanchang University,Nanchang Jiangxi 331000,China)
出处
《中国继续医学教育》
2023年第4期69-73,共5页
China Continuing Medical Education
基金
江西省高等学校教学改革研究省级课题(JXJG-19-1-44)
江西省高等学校教学改革研究省级课题(JXYJG-2019-023)
南昌大学“四新”研究与改革实践项目暨2022年校级教学改革研究课题立项项目(NCUJGLX-2022-160-44)
南昌大学“四新”研究与改革实践项目暨2022年校级教学改革研究课题立项项目(NCUJGLX-19-111)。
