Scherer A, Kröpil P, Heusch P, Buchbender C, Sewerin P, Blondin D, Lanzman R S, Miese F, Ostendorf B, Bölke E, Mödder U, Antoch G
Institut für Diagnostische und Interventionelle Radiologie, Heinrich-Heine-Universität, Moorenstr. 5, 40225, Düsseldorf, Deutschland.
Radiologe. 2011 Nov;51(11):969-70, 973-7. doi: 10.1007/s00117-011-2241-8.
Medical curricula are currently being reformed in order to establish superordinated learning objectives, including, e.g., diagnostic, therapeutic and preventive competences. This requires a shifting from traditional teaching methods towards interactive and case-based teaching concepts. Conceptions, initial experiences and student evaluations of a novel radiological course Co-operative Learning In Clinical Radiology (CLICR) are presented in this article.
A novel radiological teaching course (CLICR course), which combines different innovative teaching elements, was established and integrated into the medical curriculum. Radiological case vignettes were created for three clinical teaching modules. By using a PC with PACS (Picture Archiving and Communication System) access, web-based databases and the CASUS platform, a problem-oriented, case-based and independent way of learning was supported as an adjunct to the well established radiological courses and lectures. Student evaluations of the novel CLICR course and the radiological block course were compared.
Student evaluations of the novel CLICR course were significantly better compared to the conventional radiological block course. Of the participating students 52% gave the highest rating for the novel CLICR course concerning the endpoint overall satisfaction as compared to 3% of students for the conventional block course. The innovative interactive concept of the course and the opportunity to use a web-based database were favorably accepted by the students. Of the students 95% rated the novel course concept as a substantial gain for the medical curriculum and 95% also commented that interactive working with the PACS and a web-based database (82%) promoted learning and understanding.
Interactive, case-based teaching concepts such as the presented CLICR course are considered by both students and teachers as useful extensions to the radiological course program. These concepts fit well into competence-oriented curricula.
目前医学课程正在进行改革，以确立更高层次的学习目标，包括诊断、治疗和预防能力等。这需要从传统教学方法向互动式和基于案例的教学理念转变。本文介绍了一门新型放射学课程——临床放射学合作学习（CLICR）的理念、初步经验和学生评价。
建立了一门结合不同创新教学元素的新型放射学教学课程（CLICR课程），并将其纳入医学课程。为三个临床教学模块创建了放射学病例 vignettes。通过使用可访问PACS（图像存档与通信系统）的个人电脑、基于网络的数据库和CASUS平台，支持以问题为导向、基于案例且独立的学习方式，作为既定放射学课程和讲座的补充。比较了学生对新型CLICR课程和放射学模块课程的评价。
与传统放射学模块课程相比，学生对新型CLICR课程的评价明显更好。在参与的学生中，52%对新型CLICR课程的总体满意度给出了最高评分，而传统模块课程的这一比例为3%。该课程创新的互动理念以及使用基于网络数据库的机会得到了学生的好评。95%的学生认为该新型课程理念对医学课程有很大帮助，95%的学生还表示通过PACS和基于网络的数据库进行互动学习（82%）促进了学习和理解。
学生和教师都认为，如CLICR课程这样的互动式、基于案例的教学理念是放射学课程计划的有益补充。这些理念非常适合以能力为导向的课程。
