Application of combined teaching method in medical imaging teaching

Abstract

Objective To explore the teaching effects of combined teaching methods (including lecture-based learning (LBL), team-based learning (TBL) and case-based learning (CBL) in different teaching modules of undergraduate medical imaging courses. Methods Experimental control method was used in this study.In september 2017, forty-nine students from class two of the 5+ 3 integration of clinical medicine major of Guangxi Medical University in 2015 were randomly selected as the experimental group and 50 students from class one as the control group. LBL teaching method is used in theoretical course and TBL and CBL teaching method is used in practical course in both groups. The teaching hours of both groups were 36 .The theoretical courses in the experimental group teach basic knowledge for 9 hours, while the practical courses teach all disease imaging in chapters for 27 hours. The theoretical courses in the control group include basic knowledge and all disease imaging in chapters for 21 hours and the practical course only teach one disease imaging in the chapters for 15 hours.The teaching effect of the two groups of students was evaluated through their usual performance, film reading ability test results and final theoretical examination results. Results The scores of students in the experimental group [(87.11+ 6.58) and (79.55+ 9.54)] were higher than those in the control group [(70.13+ 7.29) and (57.40+ 9.15)] in terms of usual performance and film reading ability test. The differences were statistically significant(all P 0.05). Conclusions In the teaching of medical imaging course, LBL teaching method is used to teach basic knowledge, TBL and CBL teaching method is used to teach disease imaging, which is helpful to improve students' routine performance and test scores, and to support capacity building in clinical reasoning and skill training. Key words: Medical imaging; Team-based learning; Case-based learning