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.
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
.
DOI: 10.3760/cma.j.cn115259-20230224-00180
[1] Kumar V, Gadbury-Amyot CC. A case-based and team-based learning model in oral and maxillofacial radiology[J]. J Dent Educ, 2012,76(3):330-337.
[2] Ma X, Zeng D, Wang J, et al. Effectiveness of bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary teaching strategy in Chinese medical education: a systematic review and meta-analysis[J]. Front Med (Lausanne), 2022,9:975229. DOI: 10.3389/fmed.2022.975229.
[3] Fernandes H. From student to tutor: a journey in problem-based learning[J]. Curr Pharm Teach Learn, 2021,13(12):1706-1709. DOI: 10.1016/j.cptl.2021.09.037.
[4] 郑方圆, 曾超美. 思维导图在八年制医学生新生儿疾病教学中的应用[J].中华医学教育杂志,2023,43(1):15-18. DOI: 10.3760/cma.j.cn115259-20220711-00887.
[5] 刘倩, 刘文亚, 赵圆, 等. 思维导图在医学影像学教学中的实践与探索[J].新疆医科大学学报,2021,44(1):130-132. DOI: 10.3639/j.issn.1009-5551.2021.01.027
[6] Xu ZW, Liu NN, Zhang JL, et al. Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model[J]. Medicine (Baltimore), 2022,101(38):e30822. DOI: 10.1097/MD.0000000000030822.
[7] 卢炳丰, 李伟雄, 戴旖, 等. 联合教学方法在医学影像学教学中的应用[J].中华医学教育杂志,2019,39(11):847-850. DOI: 10.3760/cma.j.issn.1673-677X.2019.11.011.
[8] 甘伟, 李军, 艾阳平, 等. PBL联合基于PACS的CBL教学的共管模式在影像科临床实习教学中的应用效果[J].中国CT和MRI杂志,2019,17(10):149-152. DOI: 10.3969/j.issn.1672-5131.2019.10.048.
[9] 张景峰, 郑建军, 闫昆, 等. 以患者为中心的临床影像诊断思维模式探索与思考[J].中国毕业后医学教育,2020,4(2):126-131,146. DOI: 10.3969/j.issn.2096-4293.2020.02.006.
[10] 王秋宁, 刘晓健, 杨景明. 对分课堂结合基于案例学习在药理学理论教学中的应用[J].中华医学教育杂志,2023,43(3):195-198. DOI: 10.3760/cma.j.cn115259-20220609-00753.
[11] 秦姝婷. PBL教学模式在医学影像学教学中的实施效果调查分析[J].影像研究与医学应用,2019,3(10):254-255.
[12] 刘斯辉, 林青青. PBL教学法在医学影像诊断学教学中的应用研究进展[J].中国继续医学教育,2021,13(28):38-42. DOI: 10.3969/j.issn.1674-9308.2021.28.011.
[13] Xu ZW, Liu NN, Zhang JL, et al. Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model[J]. Medicine (Baltimore), 2022,101(38):e30822. DOI: 10.1097/MD.0000000000030822.
[14] Zhao W, He L, Deng W, et al. The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease[J]. BMC Med Educ, 2020,20(1):381. DOI: 10.1186/s12909-020-02306-y.
[15] Trullàs JC, Blay C, Sarri E, et al. Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review[J]. BMC Med Educ, 2022,22(1):104. DOI: 10.1186/s12909-022-03154-8.
[16] Stentoft D. Problem-based projects in medical education: extending PBL practices and broadening learning perspectives[J]. Adv Health Sci Educ Theory Pract, 2019,24(5):959-969. DOI: 10.1007/s10459-019-09917-1.
