目的：评价循证医学（EBM）和以案例为基础的学习法（CBL）相结合的教学法对影像医学研究生教学的有效性。方法选择30个影像医学研究生分成实验组和对照组，分别给予 EBM + CBL 教学和传统教学模式（LBL）。两组学生采取问卷调查的五分李克特量表反馈两种教学方法的有效性，然后用一张测试卷（包括简答和多项选择题）评估两组学生的学习效果。测试成绩应用两独立样本 t 检验进行统计分析。结果问卷调查分析结果显示 EBM + CBL 教学法能够帮助学生培养自学能力（86.67%）、增强学习兴趣（80.00%）、提高学习能力（66.67%）、提高理解力（73.33%），并促进团队学习（93.33%），明显优于常规教学方法。实验组学生的测试分数大幅度高于对照组学生。结论在医疗实践中，相对于传统教学法，EBM + CBL 2种教学法相结合能够更好提高学生的学习效果，是影像医学研究生在医疗实践中获取更多医疗知识和经验的一个有效工具。%Objective To evaluate the combining teaching method of evidence - based medicine(EBM)and case - based learning meth-od(CBL)in medical imaging postgraduate teaching. Methods 30 graduate medical imaging students were divided into the experimental group and the control group,which were given EBM + CBL teaching and traditional teaching mode(LBL),respectively. We adopted the questionnaire survey of the five point likert scale to the students of two groups for feedback on the effectiveness of the two kinds of teaching methods,and then used a test(including short - answer and multiple - choice questions)to evaluate the learning effect of the students of two groups. Test results were used two independent samples t test for statistical analysis. Results Analysis of the results of the questionnaire survey showed that EBM +CBL pedagogy can help students develop self - learning ability(86. 67% ),enhance interest in learning(80. 00% ),improve learning ability (66. 67% ),improve comprehension(73. 33% ),and promote team learning(93. 33% ),significantly was superior to conventional teaching methods. The test scores of students in the experimental group significantly higher than the control group. Conclusion Compared with traditional teaching methods,two kinds teaching methods combination of EBM + CBL can better improve the students′ learning effect,which is an effective tool to get more medical imaging knowledge and diagnostic experience for medical graduates in medical practice.
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