中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (2): 179-182.DOI: 10.3760/cma.j.cn115259-20200612-00909

• 医学教育评估 • 上一篇    下一篇

多模块数字化影像解剖学课程实践教学和考核平台的应用

姜琳1, 吕及晟2, 张雪君1   

  1. 1天津医科大学医学影像学院影像解剖教研室 300203;
    2天津医科大学总医院医学影像科 300020
  • 收稿日期:2020-06-12 出版日期:2021-02-01 发布日期:2021-02-02
  • 通讯作者: 姜琳, Email: yxxyjl@163.com, 电话: 022-83336093
  • 基金资助:
    天津医科大学教学研究项目一般项目(J081105);天津医科大学“课程思政”项目(J08303)

The application of a multi-module digital practice teaching and assessment platform in medical imaging anatomy

Jiang Lin1, Lyu Jisheng2, Zhang Xuejun1   

  1. 1School of Medical Imaging, Tianjin Medical University, Tianjin 300203, China;
    2Department of Medical Imaging, General Hospital of Tianjin Medical University, Tianjin 300020, China
  • Received:2020-06-12 Online:2021-02-01 Published:2021-02-02
  • Contact: Jiang Lin, Email: yxxyjl@163.com, Tel: 0086-22-83336093
  • Supported by:
    Teaching Research Project of Tianjin Medical University (J081105); Curriculum Ideological and Political Education Project of Tianjin Medical University (J08303)

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摘要： 目的 探讨多模块数字化影像解剖学课程实践教学和考核平台(以下简称平台)的应用效果。方法 本研究采用试验对照方法。于2018年9月至2020年1月,选择天津医科大学2017级五年制医学影像学专业(以下简称影诊专业)和四年制医学影像技术专业(以下简称影技专业)共91名学生为试验组,2016级影诊专业和影技专业共90名学生为对照组。试验组采用平台进行教学(包括数字化理论教学、实践教学、课外拓展云课堂、考核系统4个模块),对照组采用传统教学方式。教学结束后比较两组学生的理论、实践和平时成绩,并对两组学生进行课程满意度调查。结果 试验组学生的理论、实践和平时成绩[影诊专业(80.36±8.43)分、(79.18±8.26)分、(83.77±5.38)分,影技专业(79.10±7.91)分、(80.31±8.32)分、(84.41±5.85)分]均高于对照组学生[影诊专业(77.19±7.55)分、(75.18±6.71)分、(81.75±5.57)分,影技专业(74.17±9.27)分、(74.03±6.81)分、(80.73±5.50)分],均P<0.05。2个专业试验组学生对课程的满意度也较高于照组学生,影诊专业试验组学生和对照组学生满意度总分为(82.11±4.09)分比(78.98±1.96)分,影技专业试验组学生和对照组学生满意度总分为(84.31±2.35)分比(79.17±3.16)分,均P<0.01。 实践教学和考核平台的应用效果较好,有助于培养学生的医学影像思维,提高学生的影像综合能力。

关键词: 数字化医学教育, 影像解剖学, 教学改革

Abstract: Objective To report the application of a practice teaching and assessment platform in the education of medical imaging anatomy with a multi-module and digital technology.Methods Experimental control method was used in this study. A total of 91 undergraduates of medical imaging and medical imaging technology in grade 2017 were selected as the experimental group and 90 undergraduates of medical imaging and medical imaging technology in grade 2016 were selected as the control group. The experimental group was educated with a platform (containing the digital theory teaching, practice teaching, ‘cloud’ classroom and assessment modules), while the control group used traditional teaching methods. Students' examination scores of theory, practice and routine performance were compared. and subjective satisfaction to the course by students were evaluated.Results Examination scores of theory course[undergraduates of medical imaging (80.36±8.43), undergraduates of medical imaging technology (79.10±7.91)], practice course [undergraduates of medical imaging (79.18±8.26), undergraduates of medical imaging technology (80.31±8.32)] and routine performance[undergraduates of medical imaging (83.77±5.38), undergraduates of medical imaging technology (84.41±5.85)] of the experimental group were significantly higher as, compared to the control group[undergraduates of medical imaging (77.19±7.55), (75.18±6.71), (81.75±5.57),undergraduates of medical imaging technology (74.17±9.27), (74.03±6.81), (80.73±5.50), all P<0.05]. Satisfaction rate to the course in experimental group significantly higher than that of the control group, medical imaging [(82.11±4.09)vs.(78.98±1.96)], medical imaging technology[(84.31±2.35)vs.(79.17±3.16)], all P<0.05.Conclusions The multi-module digital medical imaging anatomy practice teaching and assessment platform is helpful to cultivate students' medical imaging pattern of thought, and to develop a comprehensive capacity of medical imaging and to evaluate the learning outcomes comprehensively, so this plateform and technology package concerned have a broad application prospect.

Key words: Digital medical education, Medical imaging anatomy, Teaching reform

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