Application of case-based learning combined with seminars in integrated medical imaging teaching
10.3760/cma.j.cn116021-20231114-01661
- VernacularTitle:案例教学联合研讨会在医学影像学整合教学中的应用
- Author:
Maoping LI
1
;
Rui LIAO
;
Hua PANG
;
Lü FAJIN
;
Xiaoling HUANG
;
Chufan XIAO
Author Information
1. 重庆医科大学附属第一医院超声科，重庆 400016
- Keywords:
Course integration;
Medical imaging;
Case-based learning;
Seminar
- From:
Chinese Journal of Medical Education Research
2024;23(5):656-661
- CountryChina
- Language:Chinese
-
Abstract:
Objective:In order to improve medical undergraduates' ability to interpret medical images and clinical application competencies, this study aimed to explore the effects of case-based learning (CBL) combined with seminars for integrated medical imaging teaching as well as its application value.Methods:We assigned 40 medical undergraduates of grade 2016 of Chongqing Medical University to learn imaging of liver diseases using either a traditional teaching model (control group, n=20) or the combined teaching model (experimental group, n=20), in the form of classroom teaching in our hospital. The teaching effects were evaluated through a theoretical assessment, image reading assessment, and questionnaire survey. SPSS 23.0 software was used for statistical analysis. Continuous data were compared using the t test, and categorical data were compared using the chi-square test. Results:The total theoretical score and total image reading score of the experimental group were (76.35±8.63) and (79.80±10.60), respectively, which were significantly higher than those of the control group ( P<0.05). Specifically, for the experimental group, the scores of theoretical analysis and comprehensive application were (22.85±3.63) and (22.15±2.92), respectively; the scores of image interpretation and report writing were (48.55±6.81) and (31.25±4.15), respectively; the scores for medium questions and hard questions in the image reading test were (24.85±3.12) and (22.50±2.91), respectively; and the pass rate and excellence rate for image reading were 100.00% and 50.00%, respectively, all significantly higher than those of the control group ( P<0.05). The degree of satisfaction with teaching in the experimental group was significantly higher than that of the control group ( P<0.05). In terms of improving learning desire, independent learning ability, innovation and expansion ability, literature search ability, communication and collaboration ability, and image interpretation ability, the experimental group showed significantly higher self-evaluated scores than the control group ( P<0.05). Conclusions:The CBL+seminar model can effectively improve students' academic performance in theoretical and image reading assessments, strengthen their ability to analyze and solve difficult problems, increase their enthusiasm and initiative in learning, and improve their comprehensive quality and image interpretation competency, which is worth promotion and application.
