PBL教学模式在医学影像专业本科生介入放射学教学中的应用

目的探讨以问题为基础的学习（PBL）教学模式在本科生介入放射学教学中的应用价值。方法 2012年3月至2013年6月选取医学影像学介入放射学临床示教中的本科生160人,将其分为PBL教学组（采用PBL教学模式）和传统教学组（采用传统教学模式）,各80人。教学结束后,收集学生、授课教师及教学督导组的意见,分析、测评成绩。结果 PBL教学组及传统教学组期末考试成绩分别为（85.03±4.74）、（69.66±6.36）分,两组比较,差异有统计学意义（P〈0.05）;PBL教学组及传统教学组阅片分析能力成绩分别为（25.41±2.96）、（13.91±3.33）分,两组比较,差异有统计学意义（P〈0.05）;在满意度问卷调查中,赞成PBL教学模式的学生比例明显高于传统模式,差异有统计学意义（P〈0.05）。结论在医学影像专业本科生的介入放射学教学中,PBL教学模式较传统教学模式更具优势。

Application of PBL teaching mode in the interventional radiology teaching of undergraduates in the Department of Medical Imaging

Objective To investigate the application value of problem-based learning（PBL） teaching mode in the interventional radiology teaching of undergraduates. Methods From March 2012 to July 2013,160 undergraduates in interventional radiology teaching in Medical Imaging Department were selected and divided into PBL teaching group（with PBL teaching mode）and traditional teaching group（with traditional teaching mode）,80 cases each group.After finishing teaching,the opinions from students,teachers and teaching supervision team were collected to analyze and evaluate the test scores. Results The final exam scores of the PBL teaching group and the traditional teaching group were（85.03±4.74）and（69.66±6.36） respectively,and the difference between the two groups had statistical significance（P〈0.05）. The reading analysis ability score in the PBL teaching group（25.41±2.96） was obviously higher than that in the traditmal teaching group（13.91±3.33） with statistically significant difference（P〈0.05）. In the satisfaction questionnaires,the proportion of students in favor of the PBL teaching mode was significantly higher than those of the traditional teaching model with statistically significant difference（P〈0.05）. Conclusion The PBL teaching mode has advantages over traditional teaching mode for interventional radiology teaching of undergraduates in Medical Imaging Department.