PBL在医学影像学教学中的实践与思考

目的探讨以问题为基础的学习（problem—based learning，PBL）是否适合医学影像学教学，是否较讲授式教学更具启发性。方法选择中山大学临床医学专业32名学生为教学对象，以自愿组合与教师协调相结合方式将学生分为6组（其中d组每组5人、2组每组6人）。针对泌尿和消化系统教学内容实施PBL，对《医学影像学》其余章节内容实施讲授式教学。课后对教师、学生进行调查（Email形式），调查教学效果，对有效反馈信息进行定性分析。结果31名学生和5名教师认为自己适合PBL教学，30名学生和5名教师愿意继续尝试PBL。31名学生和5名教师认为PBL能让学生学到更多的知识，更具启发性。23名学生认为PBL花费时间多，不可大范围推广到所有课程和章节的学习。3名教师担心PBL教学组织不当会造成形式主义和教学计划落空。结论PBL适合医学影像学教学，与传统的讲授式教学相比，PBL能让学生学到更多的知识并更具启发性。但PBL教学费时、费力，宜与讲授式教学穿插实施。

Practice and thinking of PBL in medical imaging

Objective To investigate whether problem-based learning （ PBL ） is suitable for me- dical imaging and whether PBL is more enlightening than lecture-based learning （ LBL ） mode in teaching of medical imaging. Methods Thirty-two students of clinical medicine specialty in Sun Yat-sen Uni- versity were selected as teaching objects and were divided into 6 groups （ 5 students in four groups and 6 students in 2 groups ）. Chapters of urinary and digestive system were taught by PBL mode while the rest chapters by LBL mode. Questionnaires were handed out to teachers and students by Email after class and the valid questionnaires were analyzed qualitatively. Results Thirty-one students and 5 teachers thought they were suitable for PBL teaching; 30 students and 5 teachers were willing to continue PBL. Thirty-one students and 5 teachers thought that PBL mode could let students learn more knowledge and was more re- vealing. Twenty-three students thought PBL teaching spent too much time can not promote in all chapters. Three teachers worried that PBL mode would cause poor organization form and teaching plans. Conclu- sions PBL is suitable for medical imaging teaching. PBL could let students learn more knowledge and is more revealing compared with LBL, however, PBL is time-consuming and laborious, therefore LBL and PBL should be combined.