多学科协作诊疗联合基于问题的教学方法在提高影像专业硕士研究生传染病认知能力中的价值探索

doi:10.19871/j.cnki.xfcrbzz.2024.06.017

新发传染病电子杂志 ›› 2024, Vol. 9 ›› Issue (6): 99-103.doi: 10.19871/j.cnki.xfcrbzz.2024.06.017

• 教育园地 • 上一篇

多学科协作诊疗联合基于问题的教学方法在提高影像专业硕士研究生传染病认知能力中的价值探索

孙铭阳, 罗佳文

大连医科大学附属第二医院放射科,辽宁大连 116023

收稿日期:2024-10-08 出版日期:2025-01-25 发布日期:2025-01-25
通讯作者: 罗佳文,Email：kaoyan2006succeed@163.com
基金资助:
大连医科大学附属第二医院“1+X”计划临床技术水平提升项目（2022LCJSGC02）

The value of multi-disciplinary team combined with problem based learning teaching method in improving the cognitive ability of infectious diseases among master's students majoring in radiology

Sun Mingyang, Luo Jiawen

Department of Radiology, the Second Affiliated Hospital of Dalian Medical University, Liaoning Dalian 116023, China

Received:2024-10-08 Online:2025-01-25 Published:2025-01-25

摘要/Abstract

摘要： 目的探索多学科协作诊疗（multi-disciplinary team,MDT）联合基于问题的教学法（problem based learning,PBL）在提高影像专业硕士研究生传染病认知能力中的价值,并与传统的基于讲课的教学法进行比较。方法选取大连医科大学附属第二医院2021–2023级共38名影像专业硕士研究生,简单随机分配到MDT联合PBL组或基于讲课的教学法（lecture-based learning,LBL）组。MDT联合PBL组采取MDT联合PBL教学,LBL组采用传统的LBL教学。授课结束后通过学生满意度和期末考核进行教学质量评估。结果在学习兴趣培养、理论知识的理解和运用以及交叉学科知识掌握3个方面,MDT联合PBL组的满意度均高于LBL组。在逻辑思维和分析归纳能力两方面,两组间无统计学差异（P>0.05）。两名教师分别对两组学生期末试卷进行评分,组内相关系数为0.927;MDT联合PBL组的期末试卷平均分为（82.44±4.37）分,高于LBL组的（69.00±6.10）分,差异具有统计学意义（P<0.05）。结论 MDT联合PBL教学在影像专业硕士研究生传染病教学中教学效果优于传统教学方法。

关键词: 多学科协作诊疗, 基于问题的教学法, 传染病教学, 影像

Abstract: Objective To explore the value of multi-disciplinary team (MDT) combined with problem based learning (PBL) in improving the cognitive ability of infectious diseases among master's students majoring in radiology, and to compare the effect with the traditional LBL teaching method. Method A total of 38 master's degree students in imaging were selected from the class of 2021-2023 in the Second Hospital of Dalian Medical University and randomly enrolled into either the MDT combined PBL group or the LBL group. The MDT combined PBL group adopted the MDT combined PBL teaching method, and the LBL group adopted the traditional LBL teaching method. The quality of teaching was assessed by student satisfaction and final examination at the end of the lectures. Result In the three aspects of learning interest development, understanding and application of theoretical knowledge, and cross-disciplinary knowledge mastery, the total satisfaction of the MDT joint PBL group was no statistical difference between the two groups (P>0.05). The two teachers graded the final papers of the students in the two groups separately, and intra-class correlation coefficient（ICC） was 0.927, the mean score of the final paper in the MDT combined with PBL group was (82.44±4.37), which was higher than the mean score of the LBL group (69.00±6.10), and the difference was statistically significant (P<0.05). Conclusion The teaching effect of MDT combined with PBL teaching method in the teaching of infectious diseases for master's degree students majoring in radiology is better than that of traditional teaching methods.

Key words: Multi-disciplinary team, Problem based learning, Teaching of infectious diseases, Radiology

中图分类号:

G642
R-4

孙铭阳, 罗佳文. 多学科协作诊疗联合基于问题的教学方法在提高影像专业硕士研究生传染病认知能力中的价值探索[J]. 新发传染病电子杂志, 2024, 9(6): 99-103.

Sun Mingyang, Luo Jiawen. The value of multi-disciplinary team combined with problem based learning teaching method in improving the cognitive ability of infectious diseases among master's students majoring in radiology[J]. Electronic Journal of Emerging Infectious Diseases, 2024, 9(6): 99-103.

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多学科协作诊疗联合基于问题的教学方法在提高影像专业硕士研究生传染病认知能力中的价值探索

The value of multi-disciplinary team combined with problem based learning teaching method in improving the cognitive ability of infectious diseases among master's students majoring in radiology

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