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

10.6145/jme.200509_9(3).0005

陳榮邦(Wing P. Chan)

病例教學 ； 臨床教學 ； 網路 ； 問題導向式學習 ； 放射線科 ； case-based learning CBL ； clinical teaching ； problem-based learning PBL ； radiology curriculum

Journal of Medical Education

9卷3期（2005 / 09 / 01）

255 - 261

繁體中文

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.

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.

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