【摘要】 目的基于新型冠状病毒肺炎疫情背景下,认真落实"停课不停学"指示精神,对医学影像学实验课的教学进行改革和探索,探讨影像复原训练(IRT)线上教学法在医学影像实验教学中应用。方法选取牡丹江医学院2016级医学影像诊断专业学生300人,采用随机抽签法分为两组,实验组150人,对照组150人。实验组采用IRT教学法;对照组采用传统实验教学方法进行教学。通过学生多项测评成绩及问卷调查进行评价。结果实验组的基础理论成绩为(92.27±5.75)分,高于对照组的(90.40±5.20)分,差异有统计学意义(P<0.05)。实验组的病例分析成绩为(92.26±5.75)分,高于对照组的(89.91±5.89)分,差异有统计学意义(P<0.05)。实验组的实践能力及思政成绩为(92.31±5.65)分,高于对照组的(90.35±5.37)分,差异有统计学意义(P<0.05)。实验组的课后再测成绩为(93.56±4.72)分,高于对照组的(91.66±5.72)分,差异有统计学意义(P<0.05)。结论为医学影像学临床教学改革提供创新教学模式,不仅解决了疫情期间实验教学难题,还引发关于实验教学发展的思考,为以后线上-线下混合式教学提供实践经验,返校后将实现传统教学的变革。更多还原

【Abstract】 Objective To discuss the application of online teaching of image recovery training(IRT) in the teaching of medical imaging experiments, based on the background of COVID-19, to implement the instruction spirit of "class-suspended but still learning", to reform and explore the teaching of medical imaging experimental courses. Methods A total of 300 medical imaging diagnostic students of 2016 from Mudanjiang Medical University were selected. According to random lottery method, they were randomly divided into 2 groups: 150 in the experimental group and 150 in the control group. The rehabilitation training IRT teaching method was used in the experimental group, while the traditional experimental teaching method was used in the control group. Through the evaluation results of students′ various achievements and questionnaire evaluation, a conclusion could be drawn. Results The basic theoretical score of the experimental group was(92.27±5.75) points, which was higher than that of the control group of(90.40±5.20) points, the difference was statistically significant(P<0.05). The case analysis score of the experimental group was(92.26 ±5.75)points, which was higher than that of the control group of(89.91±5.89) points, the difference was statistically significant(P<0.05). The practical ability and ideological and political performance of the experimental group was(92.31 ±5.65)points, which was higher than that of the control group of(90.35±5.37) points, the difference was statistically significant(P<0.05). The retest score of the experimental group after class was(93.56±4.72) points, which was higher than that of the control group of(91.66±5.72) points, the difference was statistically significant(P<0.05). Conclusion Providing an innovative teaching model for the clinical teaching reform of medical imaging, it not only solves the difficult problem of experimental teaching during the epidemic, but also triggers thinking about the development of experimental teaching,and provides practical experience for online-offline mixed teaching in the future. After returning to school, the reform of traditional teaching will be realized.更多还原