基于PBL教学法在影像实习医师教学中的应用及效果评价

Application and Effect Evaluation of Problem-Based Learning in the Training of Radiology Interns

摘要: 目的：探讨以问题为核心教学模式(problem-based learning, PBL)在影像实习医师教学中的实施价值，并与传统讲授式教学法(lecture-based learning, LBL)进行效果比较。方法：纳入皖南医科大学第一附属医院(弋矶山医院)放射科实习医师42名，依据随机法分为PBL和LBL组，每组21名。PBL组采用问题驱动式教学方案，LBL组实施传统讲授式教学。分别从学习过程表现、学习结果及学生主观反馈等维度评价两种教学方法的实施效果。结果：PBL组在课堂出勤、课堂参与、学习任务完成情况及阶段性测试成绩等过程性指标方面优于LBL组，差异具有统计学意义(P < 0.05)。在期末考试成绩、影像报告书写质量、病例分析能力及影像判读准确率等结果性指标上，PBL组同样显著高于LBL组(P < 0.001)，此外，PBL组实习医生对课程满意度高于LBL组(P < 0.05)。结论：PBL教学法有助于提升医学影像学实习教学质量，在增强实习医师学习主动性、提高实践能力及促进临床思维培养方面具有积极作用，可为影像实习医师教学改革提供参考。

Abstract: Purpose: To evaluate the effectiveness of problem-based learning (PBL) compared with traditional lecture-based learning (LBL) in the training of radiology interns. Materials and Methods: Forty-two radiology interns at The First Affiliated Hospital (Yijishan Hospital) of Wannan Medical College were enrolled and randomly assigned to the PBL group (n = 21) or the LBL group (n = 21). The PBL group received problem-driven instruction, while the LBL group received conventional lecture-based teaching. Teaching effectiveness was evaluated across three dimensions: process indicators, outcome indicators, and subjective feedback. Results: The PBL group outperformed the LBL group on process indicators, including class attendance, class participation, task completion, and stage-based test scores (P < 0.05). On outcome indicators—final examination scores, radiology report writing quality, case analysis ability, and image interpretation accuracy—the PBL group also scored higher than the LBL group (P < 0.001). In addition, the PBL group reported greater course satisfaction (P < 0.05). Conclusion: PBL improves the quality of radiology internship training by fostering active learning, enhancing practical skills, and promoting clinical reasoning. It offers a reference for reform in radiology intern education.