Exploration of the Teaching Path of CBL Combined with PBL in Enhancing the Clinical Decision-Making Ability of Medical Imaging Technology Trainees

The traditional medical imaging technology training model is difficult to meet the demand for cultivating high-level talents with clinical thinking, technical decision-making, and complex problem-solving abilities. This study aims to explore the application value of the combined model of case-based learning (CBL) and problem-based learning (PBL) in the training of medical imaging technology trainees. This article is positioned in the field of teaching design research, aiming to construct a theory-driven teaching model rather than reporting the effect evaluation of an implemented intervention. Through theoretical analysis and model construction, the “CBL-PBL Dual-Drive” teaching model is proposed. This model takes real cases as the situational anchor and key technical problems as the driving force for exploration, promoting learning in a cyclical manner. The study first clarifies the four core dimensions of “clinical decision-making ability” for medical imaging technology trainees: technical priority decision-making, parameterization of scanning protocols, image quality risk management, and team safety communication, and takes them as the core goals and assessment anchors throughout the teaching design. By combining specific teaching cases, the article demonstrates its application value from four dimensions: knowledge integration, ability advancement, professional ethics, and mutual growth in teaching and learning, and objectively analyzes the challenges and countermeasures in terms of teachers, resources, and evaluation. The study suggests that the CBL-PBL model can effectively promote the deep integration of knowledge, ability, and quality, providing an operational innovative path for cultivating high-quality, compound medical imaging technology talents and offering important references for promoting the reform of professional continuing education.