基于PACS系统的CBL教学结合翻转课堂在超声医师规范化培训中的应用价值
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摘要
目的探讨基于图像存储与传输系统(PACS)的案例导向学习(CBL)教学法与翻转课堂结合在超声医师规范化培训教学中的应用价值。方法将80名在我院进行住院医师规范化培训的学员根据学号末位数字的单双数分为实验组和对照组。实验组学员应用基于PACS系统的CBL教学法结合翻转课堂进行教学,对照组学员采用传统讲授模式进行教学,两个月后进行问卷调查及专业考核,比较两组教学效果。结果实验组学员问卷调查满意度明显高于对照组,差异有统计学意义(P<0.05);对照组学员专业考核成绩为(70.58±12.25)分,实验组学员专业考核成绩为(79.03±11.43)分,差异有统计学意义(t=3.190,P=0.002)。根据考核成绩中位数将两组学员分为高分学员和低分学员,对照组和实验组低分学员专业考核成绩分别为(60.50±6.65)分和(69.11±6.83)分,差异有统计学意义(t=-4.032,P<0.05);对照组和实验组高分学员专业考核成绩分别为(80.65±7.07)分和(88.35±5.82)分,差异有统计学意义(t=-4.107,P<0.05)。结论基于PACS系统的CBL教学法结合翻转课堂在超声医师规范化培训中有较好的应用价值。
Objective To explore the application value of case-based learning(CBL)based on PACS teaching method combined with flipping classroom in ultrasonic standardized training.Methods Eighty students with standardized training of residents in our hospital were divided into experimental group and control group according to the odd and even numbers of the last digits of the school number. The students in the experimental group were taught with CBL based on the PACS system,and the students in the control group were taught with the traditional teaching mode. After two months of study,the students were investigated by questionnaire and the professional examination was carried out. The difference of teaching effect between the two teaching modes was compared.Results The satisfaction of the students in the experimental group was significantly higher than that in the control group(P<0.05).The scores of students in the control group and experimental group were 70.58±12.25 and79.03±11.43(t=3.190,P=0.002). According to the median of the test results,the students in two groups were divided into highscore students and low-score students,the scores of low-score students in the control group and experimental group were 60.50±6.65 and 69.11±6.83,the difference was statistically significant(t=-4.032,P<0.05). The scores of high-score students in control group and experimental group were 80.65±7.07 and 88.35±5.82,the difference was statistically significant(t=-4.107,P<0.05).Conclusion The CBL teaching based on PACS system combined with the flipping classroom has good application value for the standardized training of ultrasound doctors.
Objective To explore the application value of case-based learning(CBL)based on PACS teaching method combined with flipping classroom in ultrasonic standardized training.Methods Eighty students with standardized training of residents in our hospital were divided into experimental group and control group according to the odd and even numbers of the last digits of the school number. The students in the experimental group were taught with CBL based on the PACS system,and the students in the control group were taught with the traditional teaching mode. After two months of study,the students were investigated by questionnaire and the professional examination was carried out. The difference of teaching effect between the two teaching modes was compared.Results The satisfaction of the students in the experimental group was significantly higher than that in the control group(P<0.05).The scores of students in the control group and experimental group were 70.58±12.25 and79.03±11.43(t=3.190,P=0.002). According to the median of the test results,the students in two groups were divided into highscore students and low-score students,the scores of low-score students in the control group and experimental group were 60.50±6.65 and 69.11±6.83,the difference was statistically significant(t=-4.032,P<0.05). The scores of high-score students in control group and experimental group were 80.65±7.07 and 88.35±5.82,the difference was statistically significant(t=-4.107,P<0.05).Conclusion The CBL teaching based on PACS system combined with the flipping classroom has good application value for the standardized training of ultrasound doctors.
引文
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[3]朱珂,刘卓刚,胡荣,等.CBL联合翻转课堂教学方法在血液内科实习教学中的应用[J].中国继续医学教育,2017,9(15):28-30.
[4] Tayem YI. The impact of small group case-based learning on traditional pharmacology teaching[J].Sultan Qaboos Univ Med J,2013,13(1):115-120.
[2] Chen KS,Monrouxe L,Lu YH,et al.Academic outcomes of flipped classroomlearning:ameta-analysis[J].MedEduc,2018,25(10):1-15.
[3]朱珂,刘卓刚,胡荣,等.CBL联合翻转课堂教学方法在血液内科实习教学中的应用[J].中国继续医学教育,2017,9(15):28-30.
[4] Tayem YI. The impact of small group case-based learning on traditional pharmacology teaching[J].Sultan Qaboos Univ Med J,2013,13(1):115-120.