【摘要】 目的 探讨逆向改革基于问题式学习（PBL）教学法在医学影像专业实践教学中的应用效果。方法 选取2023年1月至2024年12月瑞安市人民医院放射科实习的72名医学影像专业实习生作为研究对象，按照随机数字表法分为传统PBL组（n=36）和逆向改革组（n=36），传统PBL组采用传统PBL教学法，逆向改革组采用逆向改革PBL教学法。通过客观结构化临床考试（OSCE）比较两组实习生影像技术能力、诊断分析能力、学习能力和综合素质，通过调查问卷收集两组实习生对教学满意度的评价。结果 逆向改革组的技术操作、诊断实践、学术能力及职业素养得分均低于传统PBL组，差异有统计学意义（P<0.05）。逆向改革组实习生学习效率和学习氛围教学满意度占比高于传统PBL组，差异有统计学意义（P<0.05）。结论 逆向式PBL教学模式以“以终为始”为导向，有效提升了实习生的临床思维和综合能力，为医学教育创新提供有效路径，是教学改革重要实践方向。更多还原

【Abstract】 Objective To explore the application effect of reverse reform based on problem-based learning(PBL) teaching method in the practical teaching of medical imaging specialty. Methods A total of 72 medical imaging interns who practiced at the Department of Radiology, Ruian People’s Hospital from January 2023 to December 2024 were selected as the study subjects. They were divided into the traditional PBL group(n=36) and the reverse-reform group(n=36) using a random number table. The traditional PBL group received conventional PBL instruction, while the reverse-reform group received instruction based on the reverse-reform PBL pedagogy. The two groups were compared regarding their competency in imaging techniques, diagnostic analysis, learning capacity, and comprehensive quality through the objective structured clinical examination(OSCE). Additionally, teaching satisfaction evaluations from both groups of interns were collected via questionnaires. Results The scores for technical operation, diagnostic practice, academic capability, and professional competence in the reverse-reform group were lower than those in the traditional PBL group, with statistically significant differences(P<0.05). The proportions of interns in the reverse-reform group reporting satisfaction with learning efficiency and learning atmosphere were higher than those in the traditional PBL group, with statistically significant differences(P<0.05). Conclusion The reverse PBL teaching model, guided by the principle of "begin with the end in mind", effectively enhances interns’ clinical thinking and comprehensive abilities. It provides an effective pathway for innovation in medical education and serves as a significant practical direction for teaching reform.更多还原