中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2015年
10期
1002-1006
,共5页
唐曦%吴少平%黄丽%刘洪
唐晞%吳少平%黃麗%劉洪
당희%오소평%황려%류홍
医学影像诊断学%病案教学法%传统教学法%以评价任务导向教学法%教学方法
醫學影像診斷學%病案教學法%傳統教學法%以評價任務導嚮教學法%教學方法
의학영상진단학%병안교학법%전통교학법%이평개임무도향교학법%교학방법
Medical imaging diagnosis%Case-based learning%Lecture based learning%Task-based learning%Teaching method
目的 探讨"理实一体化"教学在《医学影像诊断学》教学中的应用. 方法 以骨骼肌系统为试点,选择我院医学影像系2009级95名学生和2010级117名学生,共212名本科生为研究对象. 2009级(A组)学生采用传统教学,2010级(B组)学生采用"理实一体化"教学,即传统教学法(lecture based learning,LBL)、病案教学法(case-based learning,CBL)和评价任务导向教学法(task-based learning,TBL)联合教学. 课程结束后,采用考试、问卷调查对教学效果进行评价.应用SPSS 13.0软件包进行统计分析,计量资料以x±s表示,两组间均数比较采用t检验,检验水准α=0.05. 结果 B组学生理论考试成绩、实践考试成绩高于A组,两组学生成绩比较差异有统计意义,P值分别为0.017、0.024. 问卷结果表明,B组学生学习兴趣、实践收获、团队协作能力优于A组(P=0.00).结论 "理实一体化"教学在提高医学影像专业学生理论联系实践的能力、学习主动性、团体协作等方面优于传统教学法,值得推广应用.
目的 探討"理實一體化"教學在《醫學影像診斷學》教學中的應用. 方法 以骨骼肌繫統為試點,選擇我院醫學影像繫2009級95名學生和2010級117名學生,共212名本科生為研究對象. 2009級(A組)學生採用傳統教學,2010級(B組)學生採用"理實一體化"教學,即傳統教學法(lecture based learning,LBL)、病案教學法(case-based learning,CBL)和評價任務導嚮教學法(task-based learning,TBL)聯閤教學. 課程結束後,採用攷試、問捲調查對教學效果進行評價.應用SPSS 13.0軟件包進行統計分析,計量資料以x±s錶示,兩組間均數比較採用t檢驗,檢驗水準α=0.05. 結果 B組學生理論攷試成績、實踐攷試成績高于A組,兩組學生成績比較差異有統計意義,P值分彆為0.017、0.024. 問捲結果錶明,B組學生學習興趣、實踐收穫、糰隊協作能力優于A組(P=0.00).結論 "理實一體化"教學在提高醫學影像專業學生理論聯繫實踐的能力、學習主動性、糰體協作等方麵優于傳統教學法,值得推廣應用.
목적 탐토"리실일체화"교학재《의학영상진단학》교학중적응용. 방법 이골격기계통위시점,선택아원의학영상계2009급95명학생화2010급117명학생,공212명본과생위연구대상. 2009급(A조)학생채용전통교학,2010급(B조)학생채용"리실일체화"교학,즉전통교학법(lecture based learning,LBL)、병안교학법(case-based learning,CBL)화평개임무도향교학법(task-based learning,TBL)연합교학. 과정결속후,채용고시、문권조사대교학효과진행평개.응용SPSS 13.0연건포진행통계분석,계량자료이x±s표시,량조간균수비교채용t검험,검험수준α=0.05. 결과 B조학생이론고시성적、실천고시성적고우A조,량조학생성적비교차이유통계의의,P치분별위0.017、0.024. 문권결과표명,B조학생학습흥취、실천수획、단대협작능력우우A조(P=0.00).결론 "리실일체화"교학재제고의학영상전업학생이론련계실천적능력、학습주동성、단체협작등방면우우전통교학법,치득추엄응용.
Objective To investigate the value of theory-practice integrated in the course of medical imaging diagnosis. Methods The teaching method of bone and joint system was adjusted based on theory-practice integration. 212 students of department of medical imaging were divided into group A (95 students, Grade 2009) and group B (117 students, Grade 2010). The traditional teaching method was adopted in group A, and the theory-practice integrated teaching method was adopted in group B. The teaching effect was evaluated by the exam results(theory and experimentation) and ques-tionnaire. SPSS 13.0 software was used and the measurement date were expressed by x±s. Statistical analysis was performed using t test, with the level of test α=0.05. Results The results of theoretical exam (P=0.024),practical exam (P=0.017) and questionnaire of group B was higher than group A (P=0.00). Conclusions LBL、CBL、TBL integrated teaching method is better than traditional teaching method, especially in improving the students' ability of linking up theory with practice, learning initia-tive, teamwork.
