两种教学模式在影像学教学实践中的应用
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摘要
目的探讨不同教学模式在影像学教学实践中的应用价值。方法选择我校90名影像专业的学生按照随机数字表法分为PBL组(45例,采取PBL教学模式)和CBL组(45例,CBL教学模式),对两组理论知识及操作技能的测试结果和实践能力进行自我评价结果比较分析。结果两组之间的理论知识及操作技能评分差异无统计学意义(P> 0.05),PBL组的自学能力培养、理论知识掌握能力、团队协作情况、语言表达能力、知识运用能力评分高于CBL组(P <0.05),而自主培养兴趣、主动参与实践、充分运用学习时间、问题处理情况、疾病诊断及鉴别水平评分低于CBL组(P <0.05)。结论 PBL教学模式主要侧重于提升学生的自学能力、理论知识掌握能力、团队协作水平,语言表达能力及知识运用能力,而CBL教学模式主要侧重于提升学生的兴趣培养、实践能力、充分运用学习时间能力、问题处理情况、疾病诊断及鉴别能力。
Objective To explore the application value of different teaching modes in the teaching practice of imaging science. Methods 90 students majoring in imaging in our school according to random number table method were divided into PBL group(45 cases, the PBL teaching mode) and CBL group(45 cases, CBL teaching mode), the theory of two groups of test results of knowledge and skills and practical ability for self evaluation results were compared. Results There was no significant difference in the scores of theoretical knowledge and operational skills between the two groups(P > 0.05). The scores of self-study ability, theoretical knowledge mastery ability, teamwork, language expression ability and knowledge application ability in PBL group were higher than those in CBL group(P < 0.05). The scores of self-interest cultivation, active participation in practice, full use of learning time, problem handling, disease diagnosis anddifferentiation were lower in CBL group than in CBL group(P < 0.05). Conclusion PBL teaching mode mainly focus on promote the students' selfstudy ability, theoretical knowledge and ability, team collaboration level, language expression ability and the ability to use knowledge, and CBL teaching mode mainly focused on improving student's interest in training, practical ability, fully using the learning ability, problem handling, disease diagnosis and identification ability.
Objective To explore the application value of different teaching modes in the teaching practice of imaging science. Methods 90 students majoring in imaging in our school according to random number table method were divided into PBL group(45 cases, the PBL teaching mode) and CBL group(45 cases, CBL teaching mode), the theory of two groups of test results of knowledge and skills and practical ability for self evaluation results were compared. Results There was no significant difference in the scores of theoretical knowledge and operational skills between the two groups(P > 0.05). The scores of self-study ability, theoretical knowledge mastery ability, teamwork, language expression ability and knowledge application ability in PBL group were higher than those in CBL group(P < 0.05). The scores of self-interest cultivation, active participation in practice, full use of learning time, problem handling, disease diagnosis anddifferentiation were lower in CBL group than in CBL group(P < 0.05). Conclusion PBL teaching mode mainly focus on promote the students' selfstudy ability, theoretical knowledge and ability, team collaboration level, language expression ability and the ability to use knowledge, and CBL teaching mode mainly focused on improving student's interest in training, practical ability, fully using the learning ability, problem handling, disease diagnosis and identification ability.
引文
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[10]蒋奕,王媛媛,王健,等.基于PACS临床病例影像资源库的建立及在影像PBL实践教学中的应用[J].现代医药卫生,2014,30(19):3017-3019.
[11]方维东,罗天友,吕发金.微信辅助CBL教学法在消化系统医学影像教学中的应用[J].检验医学与临床,2016,13(14):2063-2065.
[12]孟鑫,蔡庆斌,周健,等.CBL联合PBL双轨教学模式在留学生医学影像教学中的应用研究[J].中国卫生产业,2017,14(28):67-68.
[13]许月坤.案例教学法在医学放射影像学专业教学中的应用研究[J].中国继续医学教育,2017,9(23):23-25.
[14]焦德琼.结合PBL教学模式的医学影像课程改革探讨[J].科技创新导报,2017,14(21):222-223.
[2]申宝忠,赵东亮,王可铮,等.PBL教学法联合PACS系统在医学影像学教学中的应用[J].现代生物医学进展,2015,15(3):529-532.
[3]李晓陵,张帆,王丰,等.基于PACS平台PBL结合CBL教学模式的研究进展[J].黑龙江教育(理论与实践),2015(6):74-75.
[4]刘建国,范维,徐武,等.浅析临床专业影像学教学现状与改革[J].现代生物医学进展,2015,15(9):1744-1747.
[5]马永金,李玉双,蒋高民,等.PBL教学法与立体形象思维在医学影像教学中的实践[J].吉林医药学院学报,2017,38(2):157-159.
[6]徐鹏,张武,许传斌,等.案例式PBL教学模式在影像教学实践中的应用[J].黑龙江医药科学,2016,39(2):52,54.
[7]朱斌,邱雪峰.采用案例式PBL教学模式在影像教学实践中的应用效果[J].临床医药文献电子杂志,2017,4(98):19382,19392.
[8]郭建新,樊纲练,曹乐,等.医学院校影像学教学中加强医学伦理学教育的思考[J].中国医学伦理学,2015,28(2):235-236.
[9]周萍,王晓强,李世亭,等.CBL神经影像教学在5年制医学生神经外科临床实习带教中的应用[J].教育教学论坛,2016(26):180-182.
[10]蒋奕,王媛媛,王健,等.基于PACS临床病例影像资源库的建立及在影像PBL实践教学中的应用[J].现代医药卫生,2014,30(19):3017-3019.
[11]方维东,罗天友,吕发金.微信辅助CBL教学法在消化系统医学影像教学中的应用[J].检验医学与临床,2016,13(14):2063-2065.
[12]孟鑫,蔡庆斌,周健,等.CBL联合PBL双轨教学模式在留学生医学影像教学中的应用研究[J].中国卫生产业,2017,14(28):67-68.
[13]许月坤.案例教学法在医学放射影像学专业教学中的应用研究[J].中国继续医学教育,2017,9(23):23-25.
[14]焦德琼.结合PBL教学模式的医学影像课程改革探讨[J].科技创新导报,2017,14(21):222-223.