The Application of PBL Methodology in the Experimental Teaching of Ultrasonic Diagnostics

摘要

To evaluate the effect of problem-based learning (PBL) methodology in ultrasonic diagnostics experimental teaching. Sixty-one undergraduates majoring in medical imaging were randomly divided into control group and experimental group. Thirty-one students in the control group were taught by traditional teaching method, another 30 students in the experimental group were approved PBL methodology. After the courses, all students had exams to test their theoretical knowledge, operational skills and film reading abilities. Questionnaires were applied for self-assessment after class. T test was used to assess the statistical significance of the changes. The average score of theoretical in the experimental group was higher than control group, but there was no significant difference (P > 0.05). The results of operational skills and film reading abilities in the experimental group were significantly better than the control group with statistically differences (both P < 0.05). The questionnaires showed that students in the experimental group were more satisfied in terms of interest in ultrasonic learning, autonomous learning ability, operation ability and teaching situation than control group (all P < 0.05). PBL methodology can improve students' operational skills, fully arouse students' interest in ultrasound diagnostics, and has a positive teaching effect.