PACS教学模式在泌尿外科临床带教中的应用

目的分析基于医学影像存储和传输系统(PACS)教学模式在泌尿外科临床见习带教中的应用效果。方法选取2018年1月-2018年12月在中国医科大学附属第一医院泌尿外科80例临床见习生为研究对象,随机将见习生分为两组,对照组40例使用传统教学模式,研究组40例进行基于PACS教学模式,对比两组见习生理论成绩、阅片成绩及对学习模式评价。结果研究组学生理论成绩及阅片成绩分别为(85.69±2.60)分、(88.99±4.51)分,明显高于对照组(P<0.05);研究组学生对课堂气氛活跃、自学能力提升、阅片能力提升、合作精神提升及批判性思维提升评分分别为(9.34±0.44)分、(9.35±0.52)分、(9.31±0.49)分、(9.30±0.39)分、(9.33±0.38)分,高于对照组(P<0.05)。结论 PACS教学模式应用于泌尿外科临床见习带教中应用效果显著,能提高学生理论成绩及阅片成绩,还能够提高学生独立学习的能力。

Application of PACS Teaching Mode in Clinical Teaching of Urology

Objective To analyze the application effect of PACS-based teaching mode in clinical probation teaching of Urology. Methods 80 clinical probationers in Urology department of the First Affiliated Hospital of China Medical University from January 2018 to December 2018 were selected. They were randomly divided into two groups. The control group(40 cases) used traditional teaching mode and the study group(40 cases) used PACS-based teaching mode. The theoretical results, film reading results and evaluation of learning mode were compared between the two groups. Results The theoretical and film reading scores of the students in the study group were(85.69±2.60) and(88.99±4.51) respectively, which were significantly higher than those of the control group(P<0.05). The students in the study group scored(9.34±0.44),(9.35±0.52),(9.31±0.49),(9.30±0.39)and(9.33±0.38)respectively for active classroom atmosphere, self-study ability, film reading ability, cooperative spirit and critical thinking. The scores were higher than those of the control group(P<0.05). Conclusion The application of PACS teaching mode in clinical probation teaching of urology has a remarkable effect. It can improve students’ theoretical and film reading scores, and improve students’ ability to learn independently.