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[摘要] 目的探究本科临床医学专业医学影像学实习小课教学最优化多种教学模式的结果,总结临床经验.方法此次研究开展于2016年1—7月,针对1班采用影像归档和通信系统教学模式进行实习小课教学,作为对照组,针对2班采用主动探讨型学习和影像归档和通信系统教学模式结合进行实习小课教学,作为观察组,针对3班采用传统教学和影像归档和通信系统教学模式结合进行实习小课教学,作为观察2组；比较其教学的结果.结果比较组间对于教学方法的满意率差异有统计学意义,比较不同教学方法的考核成绩,组间差异有统计学意义（P<0.05）.结论主动探讨型学习以及传统教学和影像归档和通信系统教学模式结合进行实习小课教学,能够使得学生的积极性得到改善,提高其学习兴趣,最终提高教学满意度和效果,因此值得临床借鉴.

[关键词] 本科；临床医学专业；医学影像学实习；小课教学最优化；教学模式

[中图分类号] R-4 [文献标识码] A [文章编号] 1672-5654（2017）09（a）-0003-03

[Abstracts] Objective This paper tries to explore the outcome of varioous teaching modes in the optimization of clinical medical imaging practice in small class teaching history of undergraduates and to summarize clinical experience. Methods The study was conducted in January to July 2016, Class 1 was regarded as the control group, taking the teaching mode of video archiving and communication system； class 2 was regarded as the observation group, taking the combined teaching mode of active learning and video archiving and communication system in the practice of small class； class 3 was regarded as the observation group two, taking the combined teaching mode of traditional teaching and video archiving and communication system in the practice of small class, and thereafter the results of the above teaching mode were compared. Results The satisfaction rate between the 3 groups was significantly different. There were significant differences among the groups in the test results by different teaching methods（P<0.05）,which indicated a significant difference. Conclusion Active learning and traditional teaching combined with image archiving and communication system teaching mode in the practice of small class can improve the students’ enthusiasm, improve their learning interest, and ultimately improve the teaching satisfaction and effectiveness, it is worth clinical reference.

[Key words] Undergraduate major； Clinical medicine； Medical imaging practice； Small class teaching optimization； Various teaching models

本科臨床医学专业的实习是知识巩固和传递的重要途径,通过不同的教学模式均能够起到教学的效果,但是其使用的效果可能不尽相同[1].目前临床使用的教学方式较多,该次研究开展于2016年1—7月,着重针对临床常见的传统教学、影像归档和通信系统教学模式、主动探讨型学习教学等方法进行分析,目的在于为临床提供参考.

1 资料和方法

1.1 一般资料

对临床常见的传统教学、影像归档和通信系统教学模式、主动探讨型学习教学等方法进行分析,教学针对主体为临床医学专业本科1、2、3班的学生,每个班级中包括40名学生,学生的日常平均成绩、年龄、性别等一般资料均差异无统计学意义（P>0.05）,故可比.

1.2 方法

对照组采用影像归档和通信系统教学模式进行实习小课教学,观察组采用主动探讨型学习和影像归档和通信系统教学模式结合进行实习小课教学,观察2组采用传统教学和影像归档和通信系统教学模式结合进行实习小课教学.其教学方法的详细情况如下.

1.2.1影像归档和通信系统教学模式幻灯、影像归档和通信系统（Picture Archiving and Communication Systems,PACS）主要是在教学的过程中使用计算机辅助系统,应用教学大屏将影像学特征进行放大,使得学生能够看清相关的典型性图片,最终提高对影像学学习的兴趣,通过兴趣掌握相关的知识点.

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