Radiology, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu 610072, China.
Comput Intell Neurosci. 2022 Aug 17;2022:3448182. doi: 10.1155/2022/3448182. eCollection 2022.
A case-control study explored the application of case-based teaching methods in the clinical teaching of radiology.
126 radiology interns of grade 2018 were selected by cluster sampling and randomly divided into the research group and the control group. The traditional teaching approach was used in the control group and the primary teaching principle was used in the research group. The teaching effects of the two groups were compared.
The interns' test scores, the research group's case summary multiple-choice questions, case-group multiple-choice questions, case analysis questions, theoretical total scores, and practical operation assessment scores were significantly higher than those of the control group, and the difference was statistically significant ( < 0.05). The total score of dimensions of the interns' critical thinking ability in the study group were significantly higher than those in the control group, and the difference was statistically significant ( < 0.05). The interns' perception of teachers, students' academic self-perception, students' perception of environment, students' social self-perception, and the total score of the DREEM scale in the study group were considerably greater than those in the control group, and the difference was statistically significant ( < 0.05). After teaching, the scores of systematic thinking ability and evidence-based thinking ability of the interns were significantly increased. The improvement in the study group was more significant than that in the control group, and the difference was statistically significant ( < 0.05). Following teaching, the scores of learning interest, self-management, plan implementation, and mutual cooperation of the interns in the two groups were significantly upregulated, and the difference was statistically significant ( < 0.05). Among them, the improvement of interns' abilities in the research group was significantly better than that in the control group, and the difference was statistically significant ( < 0.05). The scores of learning goal, learning process, learning effect, classroom environment construction, teaching strategy, and technology application in the research group were greater than those in the control group, and the difference was statistically significant ( < 0.05). The satisfaction rate of the study group was higher than that of the control group, and the difference was statistically significant ( < 0.05).
The application of the case teaching method based on primary teaching principle in the radiology clinical teaching course is helpful to cultivate students' critical thinking ability and improve students' performance and classroom teaching effectiveness.
一项病例对照研究探讨了基于病例的教学方法在放射学临床教学中的应用。
采用整群抽样法选取 2018 级 126 名放射科实习生，随机分为研究组和对照组。对照组采用传统教学方法，研究组采用初步教学原则。比较两组的教学效果。
实习生的考试成绩、研究组病例总结选择题、病例组选择题、病例分析题、理论总分和实际操作评估分数均明显高于对照组，差异具有统计学意义（<0.05）。研究组实习生批判性思维能力维度的总分明显高于对照组，差异具有统计学意义（<0.05）。研究组实习生对教师的感知、学生的学业自我认知、学生对环境的感知、学生的社会自我认知以及 DREEM 量表的总分均明显大于对照组，差异具有统计学意义（<0.05）。教学后，实习生的系统思维能力和循证思维能力评分均显著提高。研究组的改善程度明显大于对照组，差异具有统计学意义（<0.05）。教学后，两组实习生的学习兴趣、自我管理、计划实施和相互合作评分均明显上调，差异具有统计学意义（<0.05）。其中，研究组实习生能力的提高明显优于对照组，差异具有统计学意义（<0.05）。研究组的学习目标、学习过程、学习效果、课堂环境建设、教学策略和技术应用评分均大于对照组，差异具有统计学意义（<0.05）。研究组的满意度高于对照组，差异具有统计学意义（<0.05）。
基于初步教学原则的病例教学法在放射学临床教学课程中的应用有助于培养学生的批判性思维能力，提高学生的表现和课堂教学效果。
