PDF(Pubmed)
Abstract：
BACKGROUND: Process-based teaching is a new education model. SPARK case database is a free medical imaging case database. This manuscript aimed to explore the application of the process-based teaching based on SPARK case database in the practice teaching of radiology in the musculoskeletal system.
METHODS: 117 third year medical students were included. They were divided into Group A, B, C and D according to the curriculum arrangement. Group A and B attended the experimental class at the same time, A was the experimental group, B was the control group. Group C and D attended experimental classes at the same time, C was the experimental group, D was the control group. The experimental group used SPARK case database, while the control group used traditional teaching model for learning. The four groups of students were respectively tested after the theoretical class, before the experimental class, after the experimental class, and one week after the experimental class to compare the results. Finally, all students used SPARK case database to study, and were tested one month after the experimental class to compare their differences.
RESULTS: The scores after the theoretical class of Group A and B were (100.0 ± 25.4), (101.0 ± 23.8)(t=-0.160, P > 0.05), Group C and D were (94.7 ± 23.7), (92.1 ± 18.6)(t = 0.467, P > 0.05). The scores of Group A and B before and after the experimental class and one week after the experimental class were respectively (84.1 ± 17.4), (72.1 ± 21.3)(t = 2.363, P < 0.05), (107.6 ± 14.3), (102.1 ± 18.0)(t = 1.292, P > 0.05), (89.7 ± 24.3), (66.6 ± 23.2)(t = 3.706, P < 0.05). The scores of Group C and D were (94.0 ± 17.3), (72.8 ± 25.5)(t = 3.755, P < 0.05), (107.3 ± 20.3), (93.1 ± 20.9)(t = 2.652, P < 0.05), (100.3 ± 19.7), (77.2 ± 24.0)(t = 4.039, P < 0.05). The scores of Group A and B for one month after the experimental class were (86.6 ± 28.8), (84.5 ± 24.0)(t = 0.297, P > 0.05), and Group C and D were (95.7 ± 20.3), (91.7 ± 23.0)(t = 0.699, P > 0.05).
CONCLUSIONS: The process-based teaching based on SPARK case database could improve the radiology practice ability of the musculoskeletal system of students.
METHODS: 117 third year medical students were included. They were divided into Group A, B, C and D according to the curriculum arrangement. Group A and B attended the experimental class at the same time, A was the experimental group, B was the control group. Group C and D attended experimental classes at the same time, C was the experimental group, D was the control group. The experimental group used SPARK case database, while the control group used traditional teaching model for learning. The four groups of students were respectively tested after the theoretical class, before the experimental class, after the experimental class, and one week after the experimental class to compare the results. Finally, all students used SPARK case database to study, and were tested one month after the experimental class to compare their differences.
RESULTS: The scores after the theoretical class of Group A and B were (100.0 ± 25.4), (101.0 ± 23.8)(t=-0.160, P > 0.05), Group C and D were (94.7 ± 23.7), (92.1 ± 18.6)(t = 0.467, P > 0.05). The scores of Group A and B before and after the experimental class and one week after the experimental class were respectively (84.1 ± 17.4), (72.1 ± 21.3)(t = 2.363, P < 0.05), (107.6 ± 14.3), (102.1 ± 18.0)(t = 1.292, P > 0.05), (89.7 ± 24.3), (66.6 ± 23.2)(t = 3.706, P < 0.05). The scores of Group C and D were (94.0 ± 17.3), (72.8 ± 25.5)(t = 3.755, P < 0.05), (107.3 ± 20.3), (93.1 ± 20.9)(t = 2.652, P < 0.05), (100.3 ± 19.7), (77.2 ± 24.0)(t = 4.039, P < 0.05). The scores of Group A and B for one month after the experimental class were (86.6 ± 28.8), (84.5 ± 24.0)(t = 0.297, P > 0.05), and Group C and D were (95.7 ± 20.3), (91.7 ± 23.0)(t = 0.699, P > 0.05).
CONCLUSIONS: The process-based teaching based on SPARK case database could improve the radiology practice ability of the musculoskeletal system of students.
摘要：
背景：基于过程的教学是一种新的教育模式。SPARK病例数据库是一个免费的医学影像病例数据库。本文旨在探讨基于SPARK病例数据库的过程式教学在肌肉骨骼系统放射学实践教学中的应用。
方法：纳入117名三年级医学生。他们被分成A组,B,C和D根据课程安排。A组和B组同时参加实验课，A是实验组,B为对照组。C组和D组同时参加实验课，C是实验组,D为对照组。实验组使用SPARK病例数据库,对照组采用传统教学模式进行学习。四组学生分别在理论课结束后进行测试,在实验课之前，实验课之后,和一周后的实验课比较结果。最后,所有学生都使用SPARK案例数据库进行研究，并在实验课后一个月进行了测试，以比较它们的差异。
结果：A组和B组理论课后的分数为（100.0±25.4），（101.0±23.8）（t=-0.160，P>0.05），C组和D组为（94.7±23.7），(92.1±18.6)(t=0.467,P>0.05)。A组和B组实验班前后和实验班后一周得分分别为(84.1±17.4),(72.1±21.3)(t=2.363,P<0.05),(107.6±14.3),（102.1±18.0）（t=1.292，P>0.05），(89.7±24.3),(66.6±23.2)(t=3.706,P<0.05)。C组和D组评分分别为(94.0±17.3)分,(72.8±25.5)(t=3.755,P<0.05),(107.3±20.3),(93.1±20.9)(t=2.652,P<0.05),(100.3±19.7),(77.2±24.0)(t=4.039,P<0.05)。A组和B组实验班后一个月的成绩为(86.6±28.8),（84.5±24.0）（t=0.297，P>0.05），C组和D组为（95.7±20.3），(91.7±23.0)(t=0.699,P>0.05)。
结论：基于SPARK病例数据库的过程式教学可以提高学生肌肉骨骼系统的放射学实践能力。
方法：纳入117名三年级医学生。他们被分成A组,B,C和D根据课程安排。A组和B组同时参加实验课，A是实验组,B为对照组。C组和D组同时参加实验课，C是实验组,D为对照组。实验组使用SPARK病例数据库,对照组采用传统教学模式进行学习。四组学生分别在理论课结束后进行测试,在实验课之前，实验课之后,和一周后的实验课比较结果。最后,所有学生都使用SPARK案例数据库进行研究，并在实验课后一个月进行了测试，以比较它们的差异。
结果：A组和B组理论课后的分数为（100.0±25.4），（101.0±23.8）（t=-0.160，P>0.05），C组和D组为（94.7±23.7），(92.1±18.6)(t=0.467,P>0.05)。A组和B组实验班前后和实验班后一周得分分别为(84.1±17.4),(72.1±21.3)(t=2.363,P<0.05),(107.6±14.3),（102.1±18.0）（t=1.292，P>0.05），(89.7±24.3),(66.6±23.2)(t=3.706,P<0.05)。C组和D组评分分别为(94.0±17.3)分,(72.8±25.5)(t=3.755,P<0.05),(107.3±20.3),(93.1±20.9)(t=2.652,P<0.05),(100.3±19.7),(77.2±24.0)(t=4.039,P<0.05)。A组和B组实验班后一个月的成绩为(86.6±28.8),（84.5±24.0）（t=0.297，P>0.05），C组和D组为（95.7±20.3），(91.7±23.0)(t=0.699,P>0.05)。
结论：基于SPARK病例数据库的过程式教学可以提高学生肌肉骨骼系统的放射学实践能力。
