引用本文:李茂萍,廖锐,庞华,吕发金,黄晓玲,肖楚凡.案例教学联合研讨会在医学影像学整合教学中的应用[J].中华医学教育探索杂志,2024,23(5):656-661
案例教学联合研讨会在医学影像学整合教学中的应用
Application of case-based learning combined with seminars in integrated medical imaging teaching
DOI:10.3760/cma.j.cn116021-20231114-01661
中文关键词:  整合课程  医学影像学  案例教学  研讨会
英文关键词:Course integration  Medical imaging  Case-based learning  Seminar
基金项目:重庆市教育科学规划课题(2019-GX-121);重庆医科大学附属第一医院院级教育教学项目(CMER201806)
作者单位邮编
李茂萍 重庆医科大学附属第一医院超声科重庆 400016 400016
廖锐 重庆医科大学附属第一医院肝胆外科重庆 400016 400016
庞华 重庆医科大学附属第一医院核医学科重庆 400016 400016
吕发金 重庆医科大学附属第一医院放射科重庆 400016 400016
黄晓玲 重庆医科大学附属第一医院超声科重庆 400016 400016
肖楚凡* 重庆医科大学附属第一医院超声科重庆 400016 400016
摘要点击次数: 148
全文下载次数: 85
中文摘要:
      目的 为提高医学本科生对影像图像的分析能力及临床运用能力,本研究采取案例教学(case-based learning, CBL)联合研讨会(seminar)用于医学影像学整合课程,探讨联合教学模式对教学效果及主动学习能力的影响及应用价值。方法 选取重庆医科大学2016级40名临床医学本科生为研究对象,在医院内进行课堂教学。对照组20名,采用传统教学模式;试验组20名,采用联合教学模式。以肝脏疾病影像为教学内容;以理论考核成绩、阅片考核成绩及问卷调查分析来进行教学效果评价。数据采用SPSS 23.0统计学软件进行统计学分析。组间计量资料比较采用t检验;组间计数资料比较采用卡方检验。结果 试验组学生的理论总成绩为(76.35±8.63)分、阅片总成绩为(79.80±10.60)分,均显著高于对照组(P<0.05);其中试验组学生理论分析及综合运用成绩分别为(22.85±3.63)分和(22.15±2.92)分,均显著高于对照组(P<0.05)。试验组学生图像分析成绩为(48.55±6.81)分,报告书写成绩为(31.25±4.15)分,均显著高于对照组(P<0.05)。在阅片考试中,试验组难度适中型题得分为(24.85±3.12)分,难题得分为(22.50±2.91)分,均显著高于对照组(P<0.05)。试验组阅片成绩及格率为100.00%,优秀率为50.00%,均显著高于对照组(P<0.05)。试验组课堂满意度显著高于对照组。课程在提高主动学习意愿、自主学习能力、创新拓展能力、文献检索能力、沟通协作能力及图像分析能力方面,试验组自我评估得分均显著高于对照组。结论 CBL联合研讨会在医学影像学整合课程中能有效提高学生理论考核、阅片考核学业成绩,提升其对疑难问题的分析解决能力,提高其学习积极性、主动性,增强学生的综合素质及临床影像分析能力,值得推广和应用。
英文摘要:
      Objective In order to improve medical undergraduates' ability to interpret medical images and clinical application competencies, this study aimed to explore the effects of case-based learning (CBL) combined with seminars for integrated medical imaging teaching as well as its application value.Methods We assigned 40 medical undergraduates of grade 2016 of Chongqing Medical University to learn imaging of liver diseases using either a traditional teaching model (control group, n=20) or the combined teaching model (experimental group, n=20), in the form of classroom teaching in our hospital. The teaching effects were evaluated through a theoretical assessment, image reading assessment, and questionnaire survey. SPSS 23.0 software was used for statistical analysis. Continuous data were compared using the t test, and categorical data were compared using the chi-square test.Results The total theoretical score and total image reading score of the experimental group were (76.35±8.63) and (79.80±10.60), respectively, which were significantly higher than those of the control group (P<0.05). Specifically, for the experimental group, the scores of theoretical analysis and comprehensive application were (22.85±3.63) and (22.15±2.92), respectively; the scores of image interpretation and report writing were (48.55±6.81) and (31.25±4.15), respectively; the scores for medium questions and hard questions in the image reading test were (24.85±3.12) and (22.50±2.91), respectively; and the pass rate and excellence rate for image reading were 100.00% and 50.00%, respectively, all significantly higher than those of the control group (P<0.05). The degree of satisfaction with teaching in the experimental group was significantly higher than that of the control group (P<0.05). In terms of improving learning desire, independent learning ability, innovation and expansion ability, literature search ability, communication and collaboration ability, and image interpretation ability, the experimental group showed significantly higher self-evaluated scores than the control group (P<0.05).Conclusions The CBL+seminar model can effectively improve students' academic performance in theoretical and image reading assessments, strengthen their ability to analyze and solve difficult problems, increase their enthusiasm and initiative in learning, and improve their comprehensive quality and image interpretation competency, which is worth promotion and application.
查看全文  查看/发表评论  下载PDF阅读器
关闭
微信关注二维码