赵韧, 周碧蓉, 李泉, 王柘, 李小虎. PACS辅助PBL教学模式在心血管专科医生心血管罕见病教学中的探索[J]. 蚌埠医学院学报, 2023, 48(10): 1465-1468. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.030
    引用本文: 赵韧, 周碧蓉, 李泉, 王柘, 李小虎. PACS辅助PBL教学模式在心血管专科医生心血管罕见病教学中的探索[J]. 蚌埠医学院学报, 2023, 48(10): 1465-1468. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.030
    ZHAO Ren, ZHOU Bi-rong, LI Quan, WANG Zhe, LI Xiao-hu. Application effects of PACS-assisted PBL teaching mode in the teaching of rare cardiovascular diseases by cardiovascular specialists[J]. Journal of Bengbu Medical College, 2023, 48(10): 1465-1468. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.030
    Citation: ZHAO Ren, ZHOU Bi-rong, LI Quan, WANG Zhe, LI Xiao-hu. Application effects of PACS-assisted PBL teaching mode in the teaching of rare cardiovascular diseases by cardiovascular specialists[J]. Journal of Bengbu Medical College, 2023, 48(10): 1465-1468. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.030

    PACS辅助PBL教学模式在心血管专科医生心血管罕见病教学中的探索

    Application effects of PACS-assisted PBL teaching mode in the teaching of rare cardiovascular diseases by cardiovascular specialists

    • 摘要:
      目的探讨图像存储及传输系统(PACS)辅助以问题为基础的学习(PBL)模式在心血管专科医生心血管罕见病教学中的应用效果。
      方法选取进行心血管专科医师规范化培训(专培)学员16名作为研究对象,分为观察组和对照组,每组8人。观察组基于PACS系统进行PBL教学,对照组仅进行PBL教学。所有专培学员于授课前后分别进行罕见病理论测试,评估对于罕见病相关知识的了解程度;授课后,所有学员进行课程成绩考核(包括平时成绩和理论考试)和课程满意度问卷调查。
      结果2组专培学员授课前罕见病理论测试成绩差异无统计学意义(P>0.05),授课后观察组成绩明显优于对照组(P < 0.01)。平时成绩中,观察组的个人发言积极性和小组协作性得分均明显高于对照组(P < 0.01);理论考试中,观察组客观题、影像分析和病例分析得分均明显高于对照组(P < 0.01)。问卷调查显示,观察组在心血管影像的读图能力提高方面满意度优于对照组(P < 0.05)。
      结论PACS辅助PBL模式教学有助于提高专培学员对心血管罕见病的认知,提高教学质量。

       

      Abstract:
      ObjectiveTo investigate the application effects of problem-based learning(PBL) mode assisted by picture archiving and communication system(PACS) in the teaching of rare cardiovascular diseases by cardiovascular specialists.
      MethodsA total of 16 students who underwent standardized training for cardiovascular specialists were selected as the study objects, and divided into the observation group and control group(8 trainees in each group).The observation group was taught using PBL based on the PACS system, while the control group was taught only using PBL teaching.The rare disease theory in all trainees was tested before and after the course to assess their knowledge of rare diseases.After the course, the course performance(including regular grades and theory tests) in all students were assessed, and the course satisfaction was investigated by questionnaire.
      ResultsThere was no statistical significance in the results of the theoretical test on rare diseases before the lecture between two groups(P>0.05).However, the total scores in the observation group were significantly higher than those in control group after the lecture(P < 0.01).The scores of individual speaking enthusiasm and group cooperation in the observation group were significantly higher than those in control group(P < 0.01).In theory examination, the scores of objective questions, image analysis and case analysis in the observation group were significantly higher than those in control group(P < 0.01).The results of questionnaire survey showed that the satisfaction in the improvement of cardiovascular image reading ability in the observation group was better than that in control group(P < 0.05).
      ConclusionsThe PACS-assisted PBL teaching mode is helpful to improve the cognition of special training students to rare cardiovascular diseases, and improve the teaching quality.

       

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