目的 探讨联合教学方法[包括基于讲授学习(lecture-basedlearning,LBL)、基于团队学习(team-basedLearning,TBL)和基于案例学习(case-basedlearningCBL)]在医学影像学课程不同教学模块中的效果。方法 本研究采用实验对照方法。2017年9月,随机抽取广西医科大学2015级临床医学专业(“5+3”一体化)2班49名学生设为实验组,1班50名学生设为对照组,两组学生的理论课程采用LBL教学方法,实习课程采用TBL和CBL教学方法。实验组理论课程采用LBL讲授基础知识,教学学时数为9学时,实习课程采用TBL和CBL讲授章节所有疾病影像学,教学学时数为27学时;对照组理论课程采用LBL讲授基础知识和章节所有疾病影像学,教学学时数为21学时,实习课程仅讲授该章节1种疾病影像学,教学学时数为15学时。通过两组学生的平时成绩、阅片能力测试成绩和期末理论笔试成绩,对两组学生的教学效果进行评价。结果 实验组学生平时成绩、阅片能力测试成绩[(87.11±6.58)分、(79.55±9.54)分]均高于对照组学生[(70.13±7.29)分、(57.40±9.15)分],其差异均具有统计学意义(均P<0.05);实验组学生期末理论笔试成绩[(75.19±7.37)分]高于对照组学生[(74.56±6.38)分],其差异无统计学意义(P>0.05)。结论 在医学影像学课程教学中,采用LBL教学方法讲授基础知识,采用TBL和CBL教学方法讲授疾病影像学,有助于提高学生的平时成绩和阅片测试成绩,有助于培养学生的临床思维和临床实践能力。

Objective To explore the teaching effects of combined teaching methods (including lecture-based learning (LBL),team-based learning (TBL) and case-based learning (CBL) in different teaching modules of undergraduate medical imaging courses.Methods Experimental control method was used in this study.In september 2017,forty-nine students from class two of the “5+3” integration of clinical medicine major of Guangxi Medical University in 2015 were randomly selected as the experimental group and 50 students from class one as the control group.LBL teaching method is used in theoretical course and TBL and CBL teaching method is used in practical course in both groups.The teaching hours of both groups were 36.The theoretical courses in the experimental group teach basic knowledge for 9 hours,while the practical courses teach all disease imaging in chapters for 27 hours.The theoretical courses in the control group include basic knowledge and all disease imaging in chapters for 21 hours and the practical course only teach one disease imaging in the chapters for 15 hours.The teaching effect of the two groups of students was evaluated through their usual performance,film reading ability test results and final theoretical examination results.Results The scores of students in the experimental group[(87.11+6.58) and (79.55+9.54)] were higher than those in the control group[(70.13+7.29) and (57.40+9.15)] in terms of usual performance and film reading ability test.The differences were statistically significant(all P＜0.05).The final theoretical examination scores of the experimental group[(75.19 +7.37)] were higher than that of the control group[(74.56 +6.38))],and there was nostatistically significant(P>0.05).Conclusions In the teaching of medical imaging course,LBL teaching method is used to teach basic knowledge,TBL and CBL teaching method is used to teach disease imaging,which is helpful to improve students' routine performance and test scores,and to support capacity building in clinical reasoning and skill training.