比较影像医学在当今影像医学教学中的探索与思考
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摘要
比较影像医学作为医学影像教学过程中出现的一种全新的教学模式,它革新与完善了传统的教学理念和方法,实现了对比医学教学,是一种教学方式的改革与创新,其从对照与比较的角度评估目前各种医学成像技术方法间存在的优势及不足,横向比较疾病间在影像医学中的表现和特征,有利于影像专业医学生对相关特征图像的认知,加强学生的相关知识网络结构,使得学生更全面地熟悉相关影像学理论知识、更为合理地选择应用影像检查手段,从而能更加准确地对有关疾病进行诊断与鉴别诊断。文章结合比较影像医学的产生背景,分析了该模式付诸教学实践的必要性与可行性,探讨了教育工作者应用比较影像学教学法时需面对的问题与思考,希望为提高影像专业学生的学习能力及影像诊断水平提供有益的参考。比较影像医学应用于当今影像医学教学中具有广阔的发展前景。
Compared with medical imaging teaching, comparing imaging medicine has emerged as a brand-new teaching model. It has reformed and perfected traditional teaching concepts and methods, and achieved comparative medical teaching. It is a reform and innovation of teaching methods. The comparative perspective assesses the current strengths and weaknesses of various medical imaging techniques and laterally compares the performance and characteristics of diseases in imaging medicine. It is helpful for the imaging medical students to recognize relevant features and enhance their knowledge. The network structure enables students to become more familiar with relevant imaging theory knowledge and more reasonably select application imaging examination methods so that diagnosis and differential diagnosis of related diseases can be more accurately performed. This article combines the background of comparing imaging medicine, analyzes the necessity and feasibility of putting this model into practice, and discusses the problems and considerations that educators need to face when applying comparing imaging methods, hoping to improve imaging students. The learning ability and imaging diagnostic level provide a useful reference. Comparing imaging medicine has broad prospects for application in today's imaging medical teaching.
Compared with medical imaging teaching, comparing imaging medicine has emerged as a brand-new teaching model. It has reformed and perfected traditional teaching concepts and methods, and achieved comparative medical teaching. It is a reform and innovation of teaching methods. The comparative perspective assesses the current strengths and weaknesses of various medical imaging techniques and laterally compares the performance and characteristics of diseases in imaging medicine. It is helpful for the imaging medical students to recognize relevant features and enhance their knowledge. The network structure enables students to become more familiar with relevant imaging theory knowledge and more reasonably select application imaging examination methods so that diagnosis and differential diagnosis of related diseases can be more accurately performed. This article combines the background of comparing imaging medicine, analyzes the necessity and feasibility of putting this model into practice, and discusses the problems and considerations that educators need to face when applying comparing imaging methods, hoping to improve imaging students. The learning ability and imaging diagnostic level provide a useful reference. Comparing imaging medicine has broad prospects for application in today's imaging medical teaching.
引文
[1]李玉双,蒋高民,赵绘萍,等.比较思维教学法在医学影像教学中的运用[J].中国卫生产业,2017,14(33):66-67.
[2]袁梦晖,魏龙晓,孙涛,等.以问题为中心结合比较影像学教学法在核医学理论教学中的应用体会[J].影像技术,2017,29(2):81-83.
[3]张慧宇,卢振威,高剑波,等.提升医学影像诊断学教学质量的方法研究[J].中国继续医学教育,2016,8(13):9-10.
[4]赵蕾,马晓海,范占明.比较影像学在影像诊断教学中的应用体会[J].继续医学教育,2015,29(7):37-38.
[5]杨凌菲,宋涛,董建,等.以问题为基础结合比较影像学教学方法在超声专业住院医师规范化培训中的应用体会[J].卫生职业教育,2017,35(9):144-145.
[6]卢振威,张慧宇,高剑波,等.现代医学影像学教学新模式的探讨与思考[J].中国继续医学教育,2016,8(14):2-4.
[7]彭峰河,彭如臣,蔡建新.比较影像学在影像诊断学教学中的应用[J].继续医学教育,2017,31(3):53-55.
[8]刘艳君,李响,康姝,等.临床医学本科生超声教学改革与思考[J].中国高等医学教育,2016(3):38-39.
[9]陈海燕,刘蜻蜻,成家茂.临床卓越医师培养中超声诊断学教学方法的探索[J].临床超声医学杂志,2018,20(1):63-64.
[10]杜补林,李雪娜,尹雅芙,等.以影像为中心、以问题为基础的核医学教学模式评价研究[J].重庆医学,2015,44(11):1570-1572.
[11]Tandon P,Mourtzakis M,Low G,et al. Comparing the Variability Between Measurements for Sarcopenia Using Magnetic Resonance Imaging and Computed Tomography Imaging[J]. Am J Transplant,2016,16(9):2766-2767.
[12]邢岩,赵晋华,宋建华,等. PBL教学法在临床核医学教学实践中的应用价值[J].医疗卫生装备,2015,36(12):129-131.
[13]王鹏,唐少珊,解丽梅,等.真人模特教学法在超声影像学教学中的应用价值[J].中国继续医学教育,2017,9(16):25-27.
[2]袁梦晖,魏龙晓,孙涛,等.以问题为中心结合比较影像学教学法在核医学理论教学中的应用体会[J].影像技术,2017,29(2):81-83.
[3]张慧宇,卢振威,高剑波,等.提升医学影像诊断学教学质量的方法研究[J].中国继续医学教育,2016,8(13):9-10.
[4]赵蕾,马晓海,范占明.比较影像学在影像诊断教学中的应用体会[J].继续医学教育,2015,29(7):37-38.
[5]杨凌菲,宋涛,董建,等.以问题为基础结合比较影像学教学方法在超声专业住院医师规范化培训中的应用体会[J].卫生职业教育,2017,35(9):144-145.
[6]卢振威,张慧宇,高剑波,等.现代医学影像学教学新模式的探讨与思考[J].中国继续医学教育,2016,8(14):2-4.
[7]彭峰河,彭如臣,蔡建新.比较影像学在影像诊断学教学中的应用[J].继续医学教育,2017,31(3):53-55.
[8]刘艳君,李响,康姝,等.临床医学本科生超声教学改革与思考[J].中国高等医学教育,2016(3):38-39.
[9]陈海燕,刘蜻蜻,成家茂.临床卓越医师培养中超声诊断学教学方法的探索[J].临床超声医学杂志,2018,20(1):63-64.
[10]杜补林,李雪娜,尹雅芙,等.以影像为中心、以问题为基础的核医学教学模式评价研究[J].重庆医学,2015,44(11):1570-1572.
[11]Tandon P,Mourtzakis M,Low G,et al. Comparing the Variability Between Measurements for Sarcopenia Using Magnetic Resonance Imaging and Computed Tomography Imaging[J]. Am J Transplant,2016,16(9):2766-2767.
[12]邢岩,赵晋华,宋建华,等. PBL教学法在临床核医学教学实践中的应用价值[J].医疗卫生装备,2015,36(12):129-131.
[13]王鹏,唐少珊,解丽梅,等.真人模特教学法在超声影像学教学中的应用价值[J].中国继续医学教育,2017,9(16):25-27.