摘要
目的探讨3D打印技术融合多学科联动教学模式在《医学影像学》教学中的应用效果。方法选取佳木斯大学2021级医学影像学专业本科生50名,按随机数表法分成传统教学组和革新教学组,每组各25名。传统教学组采用传统教学模式,革新教学组采用3D打印技术融合多学科联动教学模式。比较2组的理论考核结果、读片考核结果以及教学效果。结果传统教学组和革新教学组的理论考核合格率分别为68.00%和96.00%,差异有统计学意义(P<0.05)。传统教学组和革新教学组读片考核合格率分别为64.00%和88.00%,差异有统计学意义(P<0.05)。在教学效果方面,传统教学组课程设计得分(6.36±1.63)分、知识面拓展得分(6.28±1.62)分、课堂氛围得分(6.44±1.33)分、学生满意度得分(7.36±1.32)分、知识掌握度得分(7.24±1.36)分、教学新颖性得分(7.20±1.19)分,革新教学组课程设计得分(7.84±1.55)分、知识面拓展得分(7.48±1.16)分、课堂氛围得分(7.80±1.29)分、学生满意度得分(8.56±1.26)分、知识掌握度得分(8.76±1.20)分、教学新颖性得分(9.12±0.93)分,差异均有统计学意义(P<0.05)。结论3D打印技术融合多学科联动教学模式可有效提高《医学影像学》的教学效果。
Objective To explore the application effect of 3D printing technology combined with multi-disciplinary linkage teaching model in the teaching of medical imaging.Methods A total of 50 undergraduates majoring in medical imaging of grade 2021 in Jiamusi University were selected and divided into traditional teaching group and innovative teaching group according to the random number table method,with 25 students in each group.The traditional teaching group adopted the traditional teaching model,and the innovative teaching group adopted the 3D printing technology combined with multi-disciplinary linkage teaching model.The theoretical assessment results,film reading assessment results and teaching effect of the two groups were compared.Results The pass rates of the theoretical assessment of the traditional teaching group and the innovative teaching group were 68.00%and 96.00%,respectively,the difference was statistically significant(P<0.05).The pass rates of the film reading assessment of the traditional teaching group and the innovative teaching group were 64.00%and 88.00%,respectively,the difference was statistically significant(P<0.05).In terms of teaching effect,the traditional teaching group scored(6.36±1.63)points in curriculum design,(6.28±1.62)points in knowledge expansion,(6.44±1.33)points in classroom atmosphere,(7.36±1.32)points in student satisfaction,(7.24±1.36)points in knowledge mastery and(7.20±1.19)points in teaching novelty.The innovative teaching group scored(7.84±1.55)points in curriculum design,(7.48±1.16)points in knowledge expansion,(7.80±1.29)points in classroom atmosphere,(8.56±1.26)points in student satisfaction,(8.76±1.20)points in knowledge mastery and(9.12±0.93)points in teaching novelty,the differences were statistically significant(P<0.05).Conclusion 3D printing technology combined with multi-disciplinary linkage teaching model can effectively improve the teaching effect of medical imaging.
作者
田佳明
刘明普
杨宇
王汉卿
TIAN Jiaming;LIU Mingpu;YANG Yu;WANG Hanqing(Medical Imaging Center,the First Affiliated Hospital of Jiamusi University,Jiamusi Heilongjiang 154000,China;School of Mechanical Engineering,Jiamusi University,Jiamusi Heilongjiang 154000,China;School of Medicine,Jiamusi University,Jiamusi Heilongjiang 154000,China)
出处
《中国继续医学教育》
2024年第15期1-5,共5页
China Continuing Medical Education
基金
黑龙江教育科学“十四五”规划2022年度重点课题(GJB1422722)
佳木斯大学教育教学改革研究项目(2021JY2-53)。
关键词
3D打印技术
多学科联动教学模式
医学影像学
教学效果
教学模式
教学模具
3D printing technology
multi-disciplinary linkage teaching model
medical imaging
teaching effect
teaching model
teaching mold
