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病例導向式學習應用於放射診斷科臨床教學課程

Applying Case-based Learning to the Radiology Clerkship Curriculum

Abstracts


Purpose: The aim of this study was to assess incorporating case-based learning (CBL) with a film- reading course in a radiology clerkship curriculum. Methods: In the 2001 academic year, 20 groups of fourth-year medical students participated in a one-week radiology clerkship curriculum in one teaching hospital. Each group consisted of eight to ten students. Eight groups (39 students) participated in the film-reading course only, whereas 12 groups (58 students) participated in a combination of CBL and the film- reading course. As part of CBL, online discussion forums were available for communication between group members, other groups and the tutor. Anonymous surveys were distributed to each student during the last class. The questionnaires were answered using a 5-point Likert scale and open-ended comments. Results: There were no differences in the satisfactory outcomes of the two different teaching groups in the film-reading courses (p>0.05). In the CBL groups, the average score for student performance was 3.68, group member performance was 4.16 and tutor performance was 4.44. Answers to open questions revealed that CBL fulfilled learning objectives for students, and enhanced active learning, thinking and clinical history analyses. CBL was effectively incorporated into the film-reading course. Conclusion: Most students were satisfied with CBL. CBL allied with a film-reading course can be successfully implemented into a radiology clerkship curriculum.

Parallel abstracts


Purpose: The aim of this study was to assess incorporating case-based learning (CBL) with a film- reading course in a radiology clerkship curriculum. Methods: In the 2001 academic year, 20 groups of fourth-year medical students participated in a one-week radiology clerkship curriculum in one teaching hospital. Each group consisted of eight to ten students. Eight groups (39 students) participated in the film-reading course only, whereas 12 groups (58 students) participated in a combination of CBL and the film- reading course. As part of CBL, online discussion forums were available for communication between group members, other groups and the tutor. Anonymous surveys were distributed to each student during the last class. The questionnaires were answered using a 5-point Likert scale and open-ended comments. Results: There were no differences in the satisfactory outcomes of the two different teaching groups in the film-reading courses (p>0.05). In the CBL groups, the average score for student performance was 3.68, group member performance was 4.16 and tutor performance was 4.44. Answers to open questions revealed that CBL fulfilled learning objectives for students, and enhanced active learning, thinking and clinical history analyses. CBL was effectively incorporated into the film-reading course. Conclusion: Most students were satisfied with CBL. CBL allied with a film-reading course can be successfully implemented into a radiology clerkship curriculum.

References


張憶芬、張克章、吳壽山(2004)。案例教學法及學生回餚意見之分析研究。國立編譯館館刊。32,44-55。
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Leung KK,Lue BH,Lee MB(2003).Development of a teaching style inventory for tutor evaluation in problem- based learning.Med Edu.37,410-416.
Mayo P,Donnelly MB,Nash PP(1993).Student perceptions of tutor effectiveness in problem based surgery clerkship.Teaching and Learning in Medicine.5,227-233.
范佩貞、何橈通(2003)。混合教學-醫學教育邁大步。台灣醫界。46,45-47。

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