Application of case-based learning combined with problem-based learning teaching model in refresher training of medical imaging technologists
10.3760/cma.j.cn116021-20200520-00967
- VernacularTitle:CBL联合PBL在医学影像技师进修培训中的应用
- Author:
Yuan YUAN
1
;
Daguang WEN
;
Hehan TANG
;
Liping DENG
;
Lingling QIAN
;
Xuelin PAN
;
Ziwei WANG
;
Yuming LI
;
Zhenlin LI
Author Information
1. 四川大学华西医院放射科，成都 610041
- Keywords:
Case-based learning;
Problem-based learning;
Medical imaging technologist;
Refresher training
- From:
Chinese Journal of Medical Education Research
2022;21(8):1064-1068
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of case-based learning (CBL) combined with problem-based learning (PBL) teaching model in refresher training of medical imaging technologists.Methods:The study recruited 46 imaging technologists trained in radiology department in the Batch 2017 and Batch 2018 of West China Hospital of Sichuan University. They were divided into 2 groups: experimental group (23 persons) and control group (23 persons). CBL combined with PBL teaching method was used in the experimental group, and traditional lecture-based learning (LBL) method was used in the control group. The results of attitude evaluation, staged exminations, graduation assessment and operational skill tests were compared between the two groups, and the questionnaire survey was performed to test the affirmation of self-worth of the two groups of interns. SPSS 17.0 was used for chi-square test, independent t test, and Mann-Whitney U test. Results:Theoretical examination results at the second stage, the third stage, completion and operational examination results in the experimental group were significantly higher than those in the control group [(91.17±2.59) vs. (85.26±3.03), (92.00±1.86) vs. (87.43±3.23), (92.39±2.08) vs. (87.04±2.93), (85.70±5.48) vs. (80.87±5.57), P<0.05]. The questionnaire survey showed that such 7 aspects as the stimulation of subject interest, the cultivation of exploration spirit, the exercise of self-learning ability, the establishment of clinical ideas, the analysis of difficult problems, the mastering of practical operations, and the affirmation of self-worth in the experimental group were better than those in the control group, with significant difference ( P<0.05), while the consolidation of theoretical knowledge of the experimental group was not statistically different from the control group ( P>0.05). Conclusion:The reasonable application of CBL combined with PBL teaching model in refresher training of medical imaging technologists is helpful to improve their learning enthusiasm, self-learning ability, clinical analysis ability, practical operation ability, and long-term consolidation of theoretical knowledge.
