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中华诊断学电子杂志

中华诊断学电子杂志 ›› 2021, Vol. 09 ›› Issue (03) : 169 -173. doi: 10.3877/cma.j.issn.2095-655X.2021.03.007

诊断学教学

移动以问题为基础学习的教学法结合超声模拟系统在超声诊断学教学中的应用
毛森1, 赵鲁平2, 段仰灿1,†(), 张琰3, 张承正1, 王洪军1, 韩友东1, 刘鲲4, 王少春1   
  1. 1. 272029　济宁医学院附属医院超声科
    2. 272029　济宁医学院附属医院影像科
    3. 272067　济宁医学院第二临床医学院
    4. 272067　济宁医学院临床医学院
  • 收稿日期:2020-11-17 出版日期:2021-08-26
  • 通信作者: 段仰灿
  • 基金资助:
    山东省研究生导师指导能力提升项目(SDYY17121); 济宁医学院实践教学教育科学研究项目(JYSJ2020A03)

Application of mobile problem-based learning teaching method combined with ultrasonic simulation system in ultrasonic diagnosis teaching

Sen Mao1, Luping Zhao2, Yangcan Duan1,†(), Yan Zhang3, Chengzheng Zhang1, Hongjun Wang1, Youdong Han1, Kun Liu4, Shaochun Wang1   

  1. 1. Department of Ultrasound, The Affiliated Hospital of Jining Medical University, Jining 272029, China
    2. Department of Imaging, The Affiliated Hospital of Jining Medical University, Jining 272029, China
    3. The Second Clinical College, The Affiliated Hospital of Jining Medical University, Jining 272029, China
    4. Clinical College, Jining Medical University, Jining 272067, China
  • Received:2020-11-17 Published:2021-08-26
  • Corresponding author: Yangcan Duan
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引用本文：

毛森, 赵鲁平, 段仰灿, 张琰, 张承正, 王洪军, 韩友东, 刘鲲, 王少春. 移动以问题为基础学习的教学法结合超声模拟系统在超声诊断学教学中的应用[J/OL]. 中华诊断学电子杂志, 2021, 09(03): 169-173.

Sen Mao, Luping Zhao, Yangcan Duan, Yan Zhang, Chengzheng Zhang, Hongjun Wang, Youdong Han, Kun Liu, Shaochun Wang. Application of mobile problem-based learning teaching method combined with ultrasonic simulation system in ultrasonic diagnosis teaching[J/OL]. Chinese Journal of Diagnostics(Electronic Edition), 2021, 09(03): 169-173.

目的

探讨移动以问题为基础学习(PBL)的教学法结合超声模拟系统在超声诊断学教学中的应用价值。

方法

选取2020年9月至11月在济宁医学院附属医院超声科见习的超声专业四年级本科学生48人，采用随机数字表法随机分为试验组(n＝24人)和对照组(n＝24人)。试验组应用移动PBL教学法进行理论教学，应用超声模拟系统结合传统实践教学法进行实践教学。对照组应用传统讲授式教学法进行理论教学，应用传统实践教学法进行实践教学。培训后进行考核及教学满意度调查，比较两组学生理论成绩、实践操作成绩、总成绩以及师生对教学的满意度。

结果

试验组理论成绩[(44.70±3.54)分]、实践操作成绩[(47.64±1.56)分]、总成绩[(92.35±3.25)分]高于对照组[(38.20±4.69)分、(41.83±2.91)分、(80.04±6.17)分]，均差异有统计学意义(t＝5.41，36.00，8.63；均P<0.01)。试验组学生对教学方法的满意度得分总分为(96.04±1.33)分，高于对照组[(85.12±2.17)分]，差异有统计学意义(χ2＝20.97，P<0.01)。

结论

在超声诊断学教学中应用移动PBL教学法结合超声模拟系统较传统教学法更受欢迎，可提高学生的理论及实践操作能力，在临床教学中值得推广应用。

关键词: 移动, 以问题为基础的学习, 超声模拟系统, 超声检查, 诊断
Objective

To explore the application value of mobile problem-based learning (PBL) teaching method combined with ultrasonic simulation system in ultrasonic diagnosis teaching.

Methods

A total of 48 fourth-year ultrasound medicine undergraduates interning at the Affiliated Hospital of Jining Medical University from September to November 2020 were selected. According to random number table method, they were randomly divided into experimental group (n=24) and control group (n=24). Experimental group was adopted mobile PBL teaching method in theory teaching and ultrasonic simulation system and traditional practice teaching method in practice teaching. Control group was adopted traditional teaching method in theory and practice teaching. After the training, the assessment and satisfaction survey were conducted to compare the theoretical scores, practical operation scores, total score of the two groups and their satisfaction with teaching.

Results

Theoretical score [(44.70±3.54)points], practical operation score [(47.64±1.56)points] and total score [(92.35±3.25)points] of the experimental group were significantly higher than those of the control group [(38.20±4.69)points, (41.83±2.91)points, (80.04±6.17)points], the differences were statistically significant (t=5.41, 36.00, 8.63, all P<0.01). Total score of the teaching satisfaction of the experimental group [(96.04±1.33)points] was significantly higher than that of the control group [(85.12±2.17)points], with statistically significant difference (χ2=20.97, P<0.01).

Conclusion

The application of mobile PBL teaching method combined with ultrasonic simulation system in ultrasonic diagnosis teaching is more welcome than traditional teaching method, which can improve students′ theoretical and practical operation ability, and it is worth popularizing and applying in clinical teaching.

Key words: Mobile, Problem-based learning, Ultrasonic simulation system, Ultrasonography, Diagnosis
表1 两组学生考核成绩比较(分，±s)
组别 人数 理论考试成绩 实践操作成绩 总分
试验组 24 44.70±3.54 47.64±1.56 92.35±3.25
对照组 24 38.20±4.69 41.83±2.91 80.04±6.17
t值   5.41 36.00 8.63
P值   <0.01 <0.01 <0.01
表2 两组学生对教学方法满意度比较(分，±s)
项目 试验组(n＝24) 对照组(n＝24) t值 P值
激发学习兴趣 9.91±0.28 7.91±0.50 16.97 <0.01
提高分析并解决问题能力 9.41±0.58 8.62±0.57 4.73 <0.01
提高临床思维及团队协作能力 9.87±0.33 7.95±0.69 7.50 <0.01
提高收集资料及查找文献能力 9.45±0.50 8.70±0.62 4.56 <0.01
提高实践操作能力 9.45±0.58 8.75±0.44 4.72 <0.01
提高学习的主动性和积极性 9.41±0.50 8.66±0.56 4.86 <0.01
提高理论联系实践能力 9.54±0.65 8.75±0.53 4.59 <0.01
提高课堂的活跃度及吸引力 9.58±0.50 8.91±0.58 4.24 <0.01
提高师生互动交流沟通能力 9.45±0.58 8.87±0.53 3.59 <0.05
对教学模式满意 9.91±0.28 7.95±0.46 17.66 <0.01
总分 96.04±1.33 85.12±2.17 20.97 <0.01
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