目的探讨以问题为基础的教学模式(problem based learning, PBL)在骨科影像学教学中的应用效果。方法选择2016级5年制影像学专业参加我院放射科实习的106名学生作为研究对象,利用随机数字表分为两组(每组53名),研究组采用PBL教学,对照组采用讲授式教学模式(lecture based learning, LBL)教学。以理论考试、技能测评和问卷调查方式对教学效果进行评价。结果研究组读片技能测评成绩、总成绩[(40.57±6.58)分、(76.46±13.54)分]高于对照组[(37.01±7.67)分、(71.67±11.75)分],差异均有统计学意义(P均<0.05);而两组理论考试成绩[(35.89±9.51)分vs.(34.66±10.17)分]的差异无统计学意义(P>0.05)。研究组在培养团队协作能力和影像诊断思维、提高主动学习能力和临床解决问题的能力以及总体满意情况方面均高于对照组,差异均有统计学意义(P均<0.05),而有助于知识点的记忆的差异无统计学意义(P>0.05)。结论 PBL教学模式在骨科影像学的教学过程中应用效果较好,可以在医学影像学的教学中进一步推广应用。
Objective To explore the value of problem-based learning(PBL) mode in orthopaedic medical imageology teaching. Methods A total of 106 medical imaging students of class 2016 were enrolled in this study. All of them were divided into the experimental group(53 cases) and the control group(53 cases)randomly. The experimental group was taught by PBL, and the control group was taught by lecture-based learning(LBL). The teaching effect was evaluated by academic achievements in theoretical courses, film reading questionnaire survey. Results The score of film reading ability test and total score in the experimental group(40.57±6.58, 76.64±13.54) were significantly higher than those in the control group(37.01±7.67, 71.69±11.75)(P<0.05). And the academic achievements in theoretical courses of two groups(35.89±9.51 vs. 34.66±10.17)showed no statistically significant difference(P>0.05). The active learning ability, clinical problem solving ability, image diagnostic thinking, team cooperation ability and overall satisfaction in the experimental group were superior to those in the control group(P<0.05), but there was no significant difference in memory of knowledge points(P>0.05). Conclusion The PBL teaching mode can make a great contribution to improve the teaching quality and the training of the clinical thinking of medical imaging students.