PBL与线上教学模式在医学影像见习教学的应用

目的探讨PBL联合线上教学模式在医学影像诊断学见习教学中的应用效果。方法选取昆明医科大学2016级医学影像技术学专业学生共91人为研究对象,随机分为两组,对照组46人,试验组45人,对照组采用传统多媒体PPT的教学方法;试验组采用PBL联合线上教学方法。通过线上理论测评成绩、病例分析成绩、课后再检测成绩及问卷调查对两组学生的教学效果进行评价。结果对照组与试验组的线上理论测评成绩分别为(90.21±3.50)分和(91.42±1.80)分(P<0.05);对照组与试验组的病例分析成绩分别为(88.93±4.06)分和(91.18±5.16)分(P <0.05);对照组与试验组的课后再检测成绩分别为(87.73±3.76)分和(92.97±2.53)分(P <0.05)。另外试验组问卷调查结果显示PBL课堂联合线上教学模式提高了学生学习的自主性和积极性,通过同学与老师之间的互动和探讨,有利于知识点的巩固和拓展。结论在医学影像诊断学中线上与线下混合式互动教学方法不仅能调动学生学习的积极性,更有利于培养学生的诊断思维和理论结合实践的能力,同时提高了教学质量。

Application of PBL and Online Teaching Mode in Medical Imaging Probation Teaching

Objective To explore the application effect of PBL combined online teaching mode in medical imaging diagnostics probation teaching. Methods A total of 91 students from Kunming Medical University in 2016 who were majoring in medical imaging technology were randomly divided into two groups, 46 in the control group and 45 in the experimental group. The control group used traditional multimedia PPT teaching methods;the experimental group used PBL combined Online teaching methods. The evaluation of the teaching effect of the two groups of students was performed through online theoretical evaluation results, case analysis results, post-retesting test results, and questionnaire surveys. Results The online theoretical evaluation scores of the control group and the experimental group were(90.21 ± 3.50) points and(91.42 ± 1.80) points(P < 0.05). The case analysis results of the control group and the experimental group were(88.93 ± 4.06) points. And(91.18 ± 5.16) points(P < 0.05);the retest results of the control group and the experimental group were(87.73 ± 3.76) points and(92.97 ± 2.53) points(P <0.05), respectively. In addition, the results of the questionnaire survey of the experimental group showed that the PBL classroom combined online teaching mode improved the autonomy and enthusiasm of students. Through the interaction and discussion between students and teachers, it was conducive to the consolidation and expansion of knowledge points. Conclusion The mixed interactive teaching method of online and offline in medical imaging diagnostics can not only mobilize students ’enthusiasm for learning, but also help to cultivate students’ ability to combine diagnostic thinking and theory with practice, while improving teaching quality.