Application of combining multiple teaching methods in medical imaging teaching for undergraduate medical students

doi:10.3760/cma.j.cn115259-20230224-00180

Abstract

Abstract: 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.

Key words: Teaching, Medical imaging, Drawing, Mind mapping, Problem-based learning

CLC Number:

R-05

Han Bing, Han Zhijiang, Liu Xuejing, Pan Shushu, Ruan Mei, Wang Mei, Ding Zhongxiang. Application of combining multiple teaching methods in medical imaging teaching for undergraduate medical students[J]. Chinese Journal of Medical Education, 2023, 43(12): 907-911.

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