目的 探讨画图法、病理思维导图和基于问题学习(problem-based learning,PBL)多种教学方法相结合在医学影像学教学中的应用效果。方法 本研究采用试验对照方法。2022年2至5月,选取浙江中医药大学2019级五年制临床医学专业61名学生为研究对象,以班级为单位分为试验组31名学生和对照组30名学生。试验组学生理论课程采用病理思维导图+PBL教学,实验课程采用传统讲授式阅片教学+画图法。对照组学生理论和实验课程均采用传统讲授式教学。通过两组学生课堂成绩、期末成绩、问卷调查结果进行教学效果评价。数据分析采用t检验和χ2检验。结果 试验组学生课堂成绩和期末成绩均优于对照组学生[(72.24±6.45)分比(63.52±11.31)分、(83.26±7.44)分比(79.25±7.70)分],其差异均具有统计学意义(均P<0.05)。问卷调查结果显示,试验组和对照组分别有27名(87.1%)和12名(40.0%)学生认为主动学习能力得到提升,分别有27名(87.1%)和5名(16.7%)学生认为临床实践能力得到提高,分别有28名(90.3%)和14名(46.7%)学生认为临床思维能力得到提高,差异均具有统计学意义(均P<0.05)。结论 多种教学方法相结合有助于提高学生医学影像学的学习主动性,培养学生的临床实践和临床思维能力。
Objective To investigate the application of teaching methods that integrate multiple teaching forms including drawing method, pathological mind mapping and problem-based learning (PBL) in the teaching of medical imaging. Methods A trial-controlled method was used in this study from February to May 2022. A total of 61 students in class of 2019 five-year clinical medicine major of Zhejiang Chinese Medicine University were selected as the research subjects, and were randomly divided into study group (n=31) and control group (n=30) by class unit. The theoretical course of the study group adopts pathological mind map + PBL teaching, and the experimental course adopts the lecture-based learning (LBL) reading + drawing method. LBL teaching method was adopted for both theory and experimental classes in the control group. The teaching effect was evaluated through two groups of students′ classroom achievements, final grades and questionnaires. The t-test and the χ2 test were used for data analysis. Results The classroom performance and final grades in the study group were better than those in the control group [(72.24±6.45) vs. (63.52±11.31), (83.26±7.44) vs. (79.25±7.70),all P<0.05]. The results of the questionnaire showed that 27 (87.1%) students in the study group believed that their active learning ability was improved, compared with 12 (40.0%) students in the control group; 27 (87.1%) students in the study group believed that their clinical practice ability was improved, compared with 5 (16.7%) students in the control group; 28 (90.3%) students in the study group thought that their clinical thinking skills were improved, compared with 14 (46.7%) students in the control group (all P<0.05). Conclusions The pathological mind map + PBL teaching method is used for the medical imaging theory course and the reading + drawing method for LBL teaching is used in the experimental course, which is helpful to give full play to students′ learning initiative and cultivate students′ clinical practice and clinical thinking ability.
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