基于PACS的病例导入式教学在影像学见习教学中的应用

目的评价基于影像归档和通信系统（picture archiving and communication system，PACS）的病例导入式教学在影像学见习教学中的效果。方法选取中南大学湘雅医学院2009级五年制临床医学专业学生148人为研究对象，分成10组，随机抽取组号分为实验组（n=73）和对照组（n=75）。对照组采用传统教学方法（应用胶片教学）；实验组利用PACS资源，采用病例导入式教学，分为3个步骤。实验组和对照组采用调查表和测验成绩评价教学效果。采用χ^2检验比较2组学生的理论成绩，检验水准α=0．05。结果与对照组比较，更多的实验组学生认为，基于PACS资源的病例导入式教学可以达到教学目的，提高学习兴趣，加强了对知识的掌握。测试成绩显示：实验组测试成绩90～100分及80-89分的学生百分比（14％、75％）明显高于对照组（5％、66％）（χ^2=17．932，P= 0．000）。结论基于PACS的病例导入式教学提高了学生的学习主动性及临床能力，也让教师及时补漏订讹，使影像学见习教学收到更大的实效，值得推广。

Application of case introduced method based on PACS system in medical imaging course

Objective To evaluate the teaching effects of case introduced method based on pic- ture archiving and communication system （ PACS ） system in medical imaging course. Methods Totally 148 students （ 2009 grade ） majored in five-year clinical medicine from Xiangya Medical College were divided into 10 groups; the 10 groups were taken randomly as control group （ n=75 ） and experimental group （ n=73 ）. Control group used traditional teaching methods （ film teaching ） while experimental group used case introduced method based on PACS system. Effects of teaching between were evaluated by questionnaire and test. χ^2 test was used to compare students＇ theoretical test scores, with α level = 0.05. Results Based on results of questionnaires, more students in experimental group than in control group hold that case introduced method based on PACS system can achieve the purpose of teaching, improve interests in learning, and strengthen the mastery of knowledge. Test scores showed that the percentage of students scored 90-100 and 80-89 （ respectively 14%, 75% ） in experimental group was significantly higher than that in control group （respectively 5%, 66% ） （χ^2 =17.932, P=O.O00 ）. Conclusions Application of case introduced method based on PACS system in medical imaging course not only improve students＇ motivation to learn and their clinica~ ability-, but also allow teachers to find and correct short- comings of students timely, therefore, it is worth promoting.