Abstract:

Objective　To study the teaching mode of medical imaging based on Internet online teaching platform. Methods　A total of 410 junior and senior students studying in Affiliated Hospital of Xuzhou Medical University from January 2020 to January 2022 were selected as subjects of this study, and were divided into two groups by the random number table method with 205 students in each group. There were 112 males and 93 females in the control group, aged (21.35±1.27) years. There were 110 males and 95 females in the observation group, aged (21.26±1.19) years. The control group received routine teaching, and the observation group used the Internet online teaching platform for teaching on the basis of routine teaching. The final test scores, students' recognition on teaching, students' satisfaction with teaching methods, and students' learning attitude were compared between the two groups. χ² test was used for the count data and t test for the measurement data. Results　The theoretical score [(90.05±5.02) points] and practical score [(88.26±5.32) points] of the observation group were higher than those of the control group [(88.78±4.59) points and (86.69±4.67) points], with statistically significant differences (t=2.926 and 3.782; both P<0.05). The rates of good communication between teachers and students [97.07% (199/205)], being able to understand content [95.12% (195/205)], and being able to master content [92.20% (189/205)] in the observation group were higher than those in the control group [91.22% (187/205), 88.29% (181/205), and 85.37% (175/205)], with statistically significant differences (all P<0.05). The teaching satisfaction of the observation group was higher than that of the control group [97.56% (200/205) vs. 92.68% (190/205)], with a statistically significant difference (χ²=5.256, P=0.022). The rates of pre-class learning [95.61% (196/205)], after-class learning [98.05% (201/205)], and interclass interaction [66.83% (137/205)] of the observation group were higher than those of the control group [89.76% (184/205), 93.17% (191/205), and 55.12% (113/205)], with statistically significant differences (all P<0.05). Conclusions　Relying on the Internet online teaching platform to carry out the teaching of medical imaging, while improving the efficiency of teaching, the students' scores of all aspects can be improved, so that the students' learning attitude is more active and the students' recognition on teaching is improved. It conforms to the development law of modern society, and can provide convenient conditions for teachers' teaching and students' learning at the same time to meet the needs of both sides.

Key words:

Online teaching, Mobile platform, Internet, Medical imaging, Teaching satisfaction, Teaching method

摘要：

目的　研究基于互联网在线教学平台的医学影像学教学模式。方法　选择2020年1月至2022年1月期间于徐州医科大学附属医院进行学习的410名大三、大四学生作为本次研究对象，采用随机数字表法将其分为两组，各205名。对照组男112名、女93名，年龄（21.35±1.27）岁，进行常规教学；观察组男110名、女95名，年龄（21.26±1.19）岁，在常规教学基础上使用互联网在线教学平台进行教学。对比两组学生最终考试成绩、学生对教学认可度、学生对教学方法满意度以及学生的学习态度。采用χ²检验、t检验。结果　观察组学生的理论成绩［（90.05±5.02）分］、实践成绩［（88.26±5.32）分］均高于对照组［（88.78±4.59）分、（86.69±4.67）分］，差异均有统计意义（t=2.926、3.782，均P<0.05）。观察组师生之间交流良好［97.07%（199/205）］、可以接受所学内容［95.12%（195/205）］、可以掌握所学内容比例［92.20%（189/205）］均高于对照组［91.22%（187/205）、88.29%（181/205）、85.37%（175/205）］，差异均有统计学意义（均P<0.05）。观察组对教学的满意度高于对照组［97.56%（200/205）比92.68%（190/205）］，差异有统计学意义（χ²=5.256，P=0.022）。观察组课前学习［95.61%（196/205）］、课后学习［98.05%（201/205）］、课间互动率［66.83%（137/205）］均高于对照组［89.76%（184/205）、93.17%（191/205）、55.12%（113/205）］，差异均有统计学意义（均P<0.05）。结论　依托互联网在线教学平台，开展医学影像学教学，在提高教学效率的同时，学生的各方面成绩都得以提高，使学生的学习态度更加积极主动，同时，提高了学生对教学的认可度，符合现代化社会发展规律，能够同时为老师教学和学生学习提供便利条件，满足双方需求。

关键词:

在线教学, 移动平台, 互联网, 医学影像学, 教学满意度, 教学方法