The application of blended learning in clinical practice of college students majoring in medical imaging diagnosis
10.3760/cma.j.cn116021-20201222-01144
- VernacularTitle:混合式教学在医学影像诊断专业大学生临床实习中的应用
- Author:
Zhuoyue TANG
1
;
Dan ZHANG
;
Xiaojiao LI
;
Chao YANG
;
Man YU
;
Xinghong ZOU
Author Information
1. 重庆市人民医院放射科，重庆 400014
- Keywords:
Blended learning;
Medical imaging diagnosis;
Undergraduate internship;
Department of Radiology
- From:
Chinese Journal of Medical Education Research
2023;22(1):83-86
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of blended learning in clinical practice of undergraduate students majoring in medical imaging diagnosis.Methods:A total of 60 undergraduate students majoring in medical imaging diagnosis who practiced in the Department of Radiology of Chongqing General Hospital from 2017 to 2019 were selected as subjects. The students were divided into experimental group and control group, each with 30 students. During the internship, the experimental group adopted the blended learning, including lecture-based learning, case-based learning, problem-based learning and team-based learning according to different teaching scenarios. While the control group adopted the traditional teaching mode. At the end of the internship, the test scores of the two groups of intern students were compared, and the satisfaction degree of the teaching was investigated by questionnaire. SPSS 19.0 was used to conduct t-test and Chi-square test. Results:The score of theoretical knowledge examination in the experimental group was (90.27±5.38) points, and that in the control group was (83.13±7.57) points. The difference between the two groups was statistically significant ( t=4.21, P<0.001). The score of imaging analysis examination in the experimental group was (90.07 ± 4.80) points, and that in the control group was (82.13±8.71) points. The difference between the two groups was statistically significant ( t=4.37, P<0.001). The results of the satisfaction survey showed that the overall satisfaction with teaching was 76.7% (23/30) in the experimental group and 50.0% (15/30) in the control group, with statistically significant difference ( χ2= 6.57, P=0.037). Conclusion:The blended learning has a good effect in the teaching of undergraduate students majoring in medical imaging diagnosis.
