微助教联合PBL教学模式在中枢神经系统影像诊断教学中的应用分析
Application Analysis of Micro-Teaching Assistant and PBL Teaching Mode in the Teaching of Central Nervous System Imaging Diagnosis

目的：探索微助教联合以探讨问题(Problem-Based Learning, PBL)为主的教学模式在中枢神经系统影像诊断教学中的应用分析。方法：湖北医药学院第四临床学院2017级医学影像学五年制本科全体学生共48人，随机分为三组：传统教学模式(Lecture-Based Learning, LBL)组、PBL教学模式组、微助教 + PBL教学模式组，每组16人。3组授课教师相同并以中枢神经系统这一章节教学大纲授课。结果：授课结束后对三组学生的理论测试成绩、讨论过程表现及医学影像学客观结构化临床技能考试(Objective Structured Clinical Examination, OSCE)进行比较分析，在理论成绩方面，微助教 + PBL组和LBL组之间、微助教 + PBL组和PBL组之间比较差异有统计学意义(P < 0.05)；在病例讨论过程表现及医学影像学OSCE客观结构化临床测试成绩方面：三组之间比较差异均有统计学意义(P < 0.05)。教学效果满意度调查表结果显示微助教 + PBL组81.25%学生认可并且认为微助教 + PBL教学模式在中枢神经系统影像诊断中的应用。结论：微助教联合PBL教学模式相比于PBL、LBL教学模式，更有利于医学影像诊断学中枢神经系统的教学应用。
Objective: To explore the application analysis of micro-teaching assistant and based on Problem-Based Learning (PBL) teaching mode in the teaching of central nervous system imaging diagnosis. Methods: A total of 48 five-year undergraduate students enrolled in the fourth Clinical College of Hubei University of Medicine were randomly divided into three groups: Lecture-Based Learning (LBL) group, PBL teaching mode group, micro-teaching assistant + PBL teaching mode group, and each group has 16 people. The 3 groups of instructors were the same and taught in the syllabus of the chapter on the central nervous system. Results: After the end of the teaching, the scores of the three groups of students (the theoretical test scores, case discussion scores, and Objective Struc-tured Clinical Examination (OSCE)) were compared and analyzed. In terms of theoretical test scores, there were statistically significant differences (P < 0.05) between the micro-teaching assistant + PBL group and the LBL group, and between the micro-teaching assistant + PBL group and the PBL group; in terms of case discussion scores and OSCE objective structured clinical test scores in medical imaging: the comparative differences between the three groups were statistically significant (P < 0.05). The results of the teaching effect satisfaction questionnaire showed that 81.25% of the students in the micro-teaching assistant + PBL group recognized and believed that the micro-teaching assistant + PBL teaching model was applied in the diagnosis of central nervous system imaging. Conclusion: Compared with the PBL and LBL teaching modes, the micro-teaching assistant and PBL teaching mode is more conducive to the teaching and application of the central nervous system imaging diagnosis.