Graduate Thesis in Medical Imaging
Graduate students in medical imaging need to write a thesis. Here is the postgraduate thesis in medical imaging that I am sharing with you.
[Abstract] Imaging is one of the most important clinical departments in hospitals. Postgraduate medical imaging students are the backbone of imaging development. In order to cultivate high-level imaging professionals, postgraduate tutors must continuously improve and reform the teaching concept and mode. In this paper, the author puts forward some reflective suggestions on the clinical teaching of postgraduate medical imaging students from the aspects of cultivating the clinical ideas of "three-integrated" and "big imaging" talents, applying the teaching modes of PBL, TBL and CBL flexibly, and strengthening the construction of tutor team. The study is a reflection on the clinical teaching of postgraduate medical imaging students.
[Keywords] postgraduate students; imaging medicine; teaching
In recent years, with the rapid development of imaging technology and the continuous improvement of imaging equipment, the field of application of imaging examination in the clinic has been expanding, and the diagnostic level of the examination has been improving. At present, the imaging department has become one of the most important clinical departments in hospitals. Under this trend, how to cultivate high-level imaging professionals more efficiently has become the focus of clinical teaching. Graduate students of medical imaging are the backbone of imaging development. It has been found that the traditional "duck-filling" teaching for medical imaging graduate students can not get the desired effect [1]. We must continue to improve and reform the teaching concepts and modes of clinical teaching of medical imaging graduate students, and strive to improve their clinical skills and research capabilities, so that they have solid clinical medical expertise and the ability to independently engage in scientific research, in order to adapt to the diversified needs of the healthcare market.
1 training medical imaging
"Three combinations" and "big imaging" talents of clinical thinking here "three combinations" refers to the patient's medical records, the patient's medical records, the patient's medical records, the patient's medical records, the patient's medical records, the patient's medical records, and the patient's medical records. Imaging performance is the mapping of pathological changes, clinical symptoms and signs of the patient's body on the imaging instrument, so the relationship between the patient's imaging performance, clinical performance and pathological performance is inextricably linked. The scope of "big imaging" includes imaging disciplines such as radiology, ultrasound, nuclear medicine and interventional medicine. If medical imaging graduate students can comprehensively master the knowledge of these imaging subspecialty disciplines and make them integrated, they can realize the optimal selection of various imaging techniques and complementary information, and can closely integrate diagnostic imaging with clinical treatment [2]. The relationship between medical imaging and anatomy, pathology and related clinical disciplines is very close. Postgraduate students of medical imaging should fully recognize and master the normal and abnormal imaging manifestations of relevant anatomical sites. Diseases are not static, but gradually develop and change or regress. Therefore, postgraduates in medical imaging should have a comprehensive understanding of the pathological changes caused by diseases at different stages of development, and be able to perform imaging examinations and diagnosis of patients in the light of their course of illness. When dealing with the situation of "different images of the same disease", medical imaging graduate students should use different imaging techniques to examine the patients and understand their clinical manifestations in detail, so as to diagnose and differential diagnosis of their conditions. In the process of teaching graduate students of medical imaging, it is necessary to make them establish the thinking mode of comparative thinking, reverse thinking and inductive thinking, and develop the habit of using multidisciplinary knowledge, multiple perspectives and methods to recognize and analyze problems, and cultivate their ability to think logically in clinical practice.
2 Flexible application
PBL, TBL and CBL teaching mode After the undergraduate study and clinical internship training, medical imaging graduate students have sufficient reserves of basic knowledge of imaging specialties and a certain degree of clinical operation skills. Therefore, the traditional mode of teaching medical imaging postgraduates based on LBL has many disadvantages, which can inhibit their initiative and interest in learning, is not conducive to their active thinking and analysis, and fails to cultivate their pioneering and innovative spirit. In recent years, emerging teaching modes such as Problem-Based Learning (PBL), Team-Based Learning (TBL), and Case-Based Learning (CBL) have become the main modes of teaching in medical schools. In our unit (Affiliated Hospital of Yanbian University), we have also carried out a series of innovative teaching activities one after another. For example, when explaining some difficult cases and rare imaging manifestations of common diseases to students, we take the imaging features of the related diseases as the entry point, and the actual problems encountered in clinical work as the basic content, and take students as the main body of the teaching, and the teaching program is as follows: firstly, arrange for students to read and analyze the relevant cases, and find and utilize the relevant literature, and systematically analyze and comprehensively compare them, and make a preliminary diagnosis of the diseases involved in the cases. Then, students will be guided to discuss and study the cases collectively, and make diagnosis and differential diagnosis of the diseases in the cases according to the imaging characteristics of the relevant diseases. For diseases that are difficult to encounter in the clinic, relevant special lectures can be organized for students to teach them. In carrying out the above teaching activities, we found that the flexible application of PBL, TBL, CBL and other teaching modes for teaching postgraduates in medical imaging is not only conducive to the cultivation and strengthening of their ability to judge, compare, select, analyze and synthesize imaging knowledge, but also conducive to the improvement of their initiative in learning and their ability to analyze and solve practical problems, so as to enable them to closely link the theoretical knowledge with the clinical reality, thus cultivating the students to have the ability to diagnose, analyze and solve practical problems in the field of medical imaging. Clinical practice is closely linked, so as to cultivate a more comprehensive and higher level of imaging talents [3].
3 Improve the comprehensive quality of students and promote the overall development of students
Doing a good job of education and training of medical postgraduates is related to the cultivation of high-quality, high-level medical personnel for the community, and also related to the development of future medical technology. In recent years, how to improve the teaching quality of medical graduate students has become the core issue of the current clinical teaching work.
3.1 Emphasis on cultivating the diagnostic thinking mode of medical postgraduates
Mentors should formulate different training programs for medical postgraduates according to their individual situation and focus on cultivating their clinical diagnostic thinking mode. In the undergraduate directly into the graduate students do not have clinical experience, the mentor needs to start from the basic knowledge of imaging and anatomical tomography knowledge of its training, so that it masters the common diseases and diseases of the imaging characteristics, and gradually form a systematic clinical diagnostic thinking mode. After working for a few years, the students have certain clinical experience, the tutor needs to strengthen the basic knowledge of the training, the new knowledge learned and the existing clinical experience to integrate, and gradually cultivate and improve their comprehensive quality.
3.2 Emphasize the training of medical imaging graduate students' scientific research quality
The ability to innovate, adaptability and practical ability is the ability that high-quality talents must have, and it is also the postgraduate teaching efforts. Direction. Medical graduate students should not only engage in clinical practice, but also have sufficient scientific research ability. Cultivating postgraduate students' innovative ability is the primary teaching task. Supervisors should not only guide their research on new theories and technologies, but also encourage them to create new research methods, cultivate their autonomy of learning and the spirit of daring to question, dare to ask questions, dare to do, and dare to challenge tradition and authority [4].
4 Teaching and research, and further strengthen the construction of the tutor team
In China, the program of training medical postgraduates is mainly to enable them to engage in clinical practice and scientific research under the guidance of the tutor. In this regard, graduate student mentors shoulder a great responsibility. To improve the overall level of the imaging discipline and cultivate high-level imaging professionals, it is necessary to establish a high-level team of postgraduate supervisors and give full play to their leading role in teaching. In the process of training postgraduates, the supervisor should be the leading role and the students should be the main body [5], focusing on cultivating students' learning ability of imaging knowledge, clinical diagnostic thinking ability and scientific research ability. Supervisors should clarify the scientific research direction of postgraduates, actively undertake high-level scientific research projects, and provide prerequisites for training and guiding postgraduates to master scientific research methods and cultivate their creativity. In addition, the mentor should also actively carry out academic exchanges between various disciplines, break through the limitations of disciplines, open up the horizons of graduate students, in order to improve the level of diagnosis of clinical diseases to lay a solid foundation.
References
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[2]Liu Shubing,Yu Shenping,Luo Boning,et al. Initial implementation and evaluation of medical imaging teaching reform[J]. Chinese Journal of Medical Education.2006,26(6):25-26.
[3]Xiang Xianhong,Liu Mingmei,Luo Boning,et al. Comparison of LBL,PBL and TBL teaching modes in imaging medicine[J]. University Education.2014,16(1):126-127.
[4]He W,Yan D,Zhou Jian. Some thoughts on graduate education in medical imaging and nuclear medicine[J]. Chinese Stroke Journal.2012,7(7):591-596.
[5]Yang Dan,Liu Ning. A preliminary exploration of the application of case teaching method in the teaching of surgical internship[J]. Contemporary Medicine.2010,16(2):162-163.
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