PBL教学法在本科临床专业影像公共课中的应用、评价与管理
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摘要
目的将PBL教学模式与本科临床专业影像教学相结合,探讨学生开展研究性学习的实践与方法,并对课程教学活动的过程管理进行研究,明确PBL教学模式在本科学生的医学影像公共课中的应用及效果。方法对照组学生教学采用传统教学方法,实验组采用PBL教学模式与本科临床专业影像教学相结合,通过理论考试成绩和实践操作成绩及问卷调查结果评价二者教学效果的差异。结果实验组和对照组理论考试平均成绩分别为(89.23±2.15)分、(72.89±1.14)分,两组读片考核成绩分别为(95.11±3.62)分、(88.34±2.99)分,问卷调查显示实验组学生对PBL教学模式的满意率为98.75%,而对照组满意率为73.75%,实验组显著高于对照组。结论在本科临床专业影像公共课教学中,PBL教学模式教学效果优于传统教学法。
Objective To combine the PBL teaching mode and undergraduate clinical imaging teaching, explore the practice and methods of students' research-based learning, and study teaching activities of the process management, clarify the application and effect of PBL teaching mode in medical imaging course for undergraduates. Methods The students in the control group were taught with traditional teaching methods, while the students in the experimental group were taught with PBL teaching mode combined with image teaching in clinical specialty of undergraduate students. The difference of teaching effect between the two was evaluated by the results of theoretical examination, practical operation and questionnaire survey. Results The average scores of theoretical examination in the experimental group and the control group were(89.23 ± 2.15) and(72.89 ± 1.14), respectively. The scores of film reading in the two groups were(95.11 ± 3.62) and(88.34 ± 2.99), respectively. Questionnaire survey showed that the satisfaction rate of students in the experimental group was 98.75%, while that in the control group was 73.75%. The satisfaction rate in the experimental group was significantly higher than that in the control group. Conclusion PBL teaching mode is superior to traditional teaching method in the course of image teaching for undergraduate clinical majors.
Objective To combine the PBL teaching mode and undergraduate clinical imaging teaching, explore the practice and methods of students' research-based learning, and study teaching activities of the process management, clarify the application and effect of PBL teaching mode in medical imaging course for undergraduates. Methods The students in the control group were taught with traditional teaching methods, while the students in the experimental group were taught with PBL teaching mode combined with image teaching in clinical specialty of undergraduate students. The difference of teaching effect between the two was evaluated by the results of theoretical examination, practical operation and questionnaire survey. Results The average scores of theoretical examination in the experimental group and the control group were(89.23 ± 2.15) and(72.89 ± 1.14), respectively. The scores of film reading in the two groups were(95.11 ± 3.62) and(88.34 ± 2.99), respectively. Questionnaire survey showed that the satisfaction rate of students in the experimental group was 98.75%, while that in the control group was 73.75%. The satisfaction rate in the experimental group was significantly higher than that in the control group. Conclusion PBL teaching mode is superior to traditional teaching method in the course of image teaching for undergraduate clinical majors.
引文
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[9]Terashita T,Tamura N,Kisa K,et al. Problem-based learning for radiological technologists:a comparison of student attitudes toward plain radiography[J]. BMC Med Educ,2016,16(1):236-240.
[10]赵宇,祝因苏,施海彬,等.影像科数字化趋势下的医学影像E-learning网络教学平台研究[J].中国医学装备,2017,14(10):145-148.
[11]王菲,王允野. PBL结合病例分析对医学生临床思维能力培养的研究[J].中国继续医学教育,2015,7(7):1-2.
[12]王永莉. PBL教学法在超声诊断教学中的应用与体会[J].中国继续医学教育,2016,8(19):4-5.
[2]胡杰,成革胜,张松林,等. PBL教学法在冠心病及结构性心脏病介入诊疗医师培训中的应用[J].医学教育研究与实践,2017,25(5):799-802.
[3]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.
[4]牛磊,王明皓,王永康,等. PBL在影像诊断教学中的应用[J].现代医用影像学,2017,26(6):1864-1866.
[5]徐理华,刘瑞磊. PBL教学法在实习带教中的应用[J].中国当代医药,2016,23(12):162-164.
[6]翟亚楠,郭吉刚,殷亮,等.现代PACS病例式教学法在《医学影像学》教学中的经验[J].实用放射学杂志,2017,33(10):1634-1638.
[7]郭翠萍.加强教学基地建设,提高临床教学质量[J].中国继续医学教育,2017,9(26):18-19.
[8]高燕莉,丁毅,翟晓力,等.医学影像教学中兴趣培养的方法[J].中国病案,2017,18(7):89-91.
[9]Terashita T,Tamura N,Kisa K,et al. Problem-based learning for radiological technologists:a comparison of student attitudes toward plain radiography[J]. BMC Med Educ,2016,16(1):236-240.
[10]赵宇,祝因苏,施海彬,等.影像科数字化趋势下的医学影像E-learning网络教学平台研究[J].中国医学装备,2017,14(10):145-148.
[11]王菲,王允野. PBL结合病例分析对医学生临床思维能力培养的研究[J].中国继续医学教育,2015,7(7):1-2.
[12]王永莉. PBL教学法在超声诊断教学中的应用与体会[J].中国继续医学教育,2016,8(19):4-5.