Evaluation of problem-based learning in breast cancer medical imaging education based on multi-disciplinary treatment

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Evaluation of problem-based learning in breast cancer medical imaging education based on multi-disciplinary treatment

更新时间：2024-09-19

- Evaluation of problem-based learning in breast cancer medical imaging education based on multi-disciplinary treatment
- Vol. 17, Issue 9, (2018)
- 作者机构：
  
  1. 广州医科大学附属第三医院核医学科
  2. 放疗科（张金山
  3. 李园
  4. 邓咏梅
  5. 姚红霞
  6. 温戈
  7. 岑东芝
  8. 安仙），放射科（董天发），乳腺外科（唐毅）
- 作者简介：
- 基金信息：
- DOI：
  CLC：
- Published：2018，
- 稿件说明：
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Evaluation of problem-based learning in breast cancer medical imaging education based on multi-disciplinary treatment. [J]. 17(9).(2018)
DOI：

Evaluation of problem-based learning in breast cancer medical imaging education based on multi-disciplinary treatment. [J]. 17(9).(2018) DOI：

摘要

目的　探讨基于多学科协作诊疗（multidisciplinary treatment，MDT）理念的乳腺癌影像学PBL教学效果。方法　以广州医科大学2014级临床医学专业学生（三年级）为研究对象，共192人，分为A、B、C、D四个组，每组再分1~5个小组（9~11人/组），以乳腺癌为案例，开展基于MDT理念的肿瘤影像学PBL教学活动。MDT教学团队由影像学、放疗肿瘤学、肿瘤（乳腺）外科学等专业学科临床医师组成。用形成性评价方法评价其教学效果并分析教学中出现的问题。采用SPSS 18.0进行t检验和卡方检验。结果　以满分为100分计算，各组教师对学生在PBL课中表现的量化评价结果分别为（86.6±7.8）、（87.1±8.1）、（83.9±6.5）、（88.1±4.5）和（85.1±8.2）分，差异无统计学意义（F=1.014，P=0.388)。学生对教师总的正面评价率为96.28%，正面评价率最高和最低分别为98.36%和94.08%，各组教师之间的评价率部分教师组之间差异有统计学意义（χ2=10.554，P=0.032），差异表现在教师组1与5之间（Z=2.245，P=0.025）、3与4之间（Z=2.217，P=0.027）和3与5之间（Z=2.761，P=0.006）。学生对自己总的正面评价率为87.33%，负面评价率为12.67%。结论　基于MDT的乳腺癌影像学PBL教学效果良好，形成性评价方法可客观、有效地评价其教学效果，但评价标准项目的具体内容需要进一步完善

Abstract

Objective　To evaluate the effects of problem-based learning (PBL) teaching model in breast cancer medical imaging education based on multidisciplinary treatment (MDT). Methods　The PBL teaching practice of breast cancer imaging based on MDT was carried out in the 192 clinical medicine students in Grade 2014 of Guangzhou Medical University. The students were randomly divided into four groups (group A

C and D) and each group was further divided into 1 to 5 teams

with 9 to 11 students in each team. The MDT teaching team consisted of clinical physicians in medical imaging

radiation oncology

surgery (specialized in breast tumor)

and other disciplines. The formative assessment method was used to evaluate the teaching effects and the problems involved wereanalyzed. Results　Firstly

with a full score of 100 points

the quantitative evaluation of each teaching team on the performance of students in PBL were (86.6±7.8)

(87.1±8.1)

(83.9±6.5)

(88.1±4.5)

and (85.1±8.2)

respectively. No significant difference was found among each tutor team’s quantitative evaluation (F=1.014

P=0.388). Secondly

the whole posi-tive evaluation rate of students for tutors was 96.28%

with the highest and lowest positive rates as 98.36% and 94.08%

respectively. Significant difference was found among parts of the tutors ( χ2=10.554

P=0.032)

specifically between team 1 and 5 (Z=2.245，P=0.025)

3 and 4 (Z=2.217，P=0.027) and 3 and 5 (Z=2.761，P=0.006） respectively. Lastly

the positive and negative evaluation rates of student's self-assessment were 87.33% and 12.67% respectively. Conclusion　The effects of PBL based on MDT in breast cancer imaging teaching practice is encouraging

and the formative assessment method can objectively and effectively evalu-ate the effects of this kind of teaching model. However

the standards of evaluation still need to be further perfected and improved.

关键词

以问题为基础的学习　教学法　乳腺癌　MDT　影像学

Keywords

Problem-based learning　Teaching method　Breast cancer　Multidisciplinary treat-mentRadiography

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