模拟教学在介入放射学微课程教学改革中的应用

目的探究模拟教学在介入放射学微课程教学改革中的应用价值。 方法选取120名介入放射学专业的学员，随机均分为两组，对照组采用微课程联合传统教学方式进行带教；实验组在对照组带教方式的基础上应用模拟教学法。对两组学员的教学满意情况及考核情况进行综合评价。 结果实验组对授课方法满意的有58人，显著高于对照组的42人。在学习兴趣、知识接受度、图像生动性、有效结合介入实践的满意情况均显著高于对照组。课程结束后，实验组学员对于介入放射学教学课程内容的满意度为100%，显著高于对照组的96.67%，χ² = 2.03，P = 0.154。对于两组学员进行的理论知识和实践操作的测试结果显示，实验组理论知识（93 ± 2.33）分显著高于对照组,其中t = 29.90，P =0.000；实验组的实践操作（95.16 ± 1.18）分高于对照组，其中t = 0.034，P = 0.009。 结论通过在微课教程教学当中应用模拟教学，能够有效地提高学员的积极性，加强学员对介入放射学理论知识、实践操作的掌握情况，有利于课堂授课内容的掌握，提高教学质量，弥补了传统二维平面微课程教学的局限性，对于介入放射学的人才培养具有重要的意义。

The application of simulation teaching in the teaching reform of interventional radiology micro course

ObjectiveTo explore the application value of simulation teaching applied to the teaching reform of interventional radiology teaching micro-courses. Methods120 cases of interventional radiology students were selected for the study, and they were randomly divided into 2 groups. The control group used micro-course teaching and conventional teaching process; the experimental group used simulated teaching on the basis of the control group. The teaching satisfaction and assessment of the two groups of students were evaluated comprehensively. ResultsThere were 58 cases in the experimental group who were satisfied with the teaching method, which was significantly higher than 42 cases in the control group. The satisfaction of the comprehensive evaluation of learning interest, knowledge, vividness of images, theoretical knowledge richness, effective course content, and time content combined with interventional radiology were significantly higher than the control group. After the course, the experimental group's students' satisfaction with the interventional radiology course content was 100% significantly higher than the control group's 96.67% (58/60), χ² = 2.03, P = 0.154. The results of the knowledge theory and interventional radiology time operation performed by the two groups of trainees showed that the theoretical knowledge (93 ± 2.33) of the experimental group was significantly higher than the control group, where t = 29.90, P = 0.000. The practical operation of the experimental group (95.16 ± 1.18). The score is still significantly higher than that of the control group, where t = 0.034, P = 0.009. ConclusionsThe application of simulation teaching in the micro-course teaching can effectively increase the enthusiasm of the students and improve their knowledge of interventional radiology theory and interventional radiology practice. The mastery of operational knowledge is conducive to the mastery of classroom teaching content, improves teaching quality, makes up for the traditional two-dimensional plane micro-class teaching. It is of great significance to the training of interventional radiology talents.