Journal of Diagnostics Concepts & Practice ›› 2026, Vol. 25 ›› Issue (01): 105-111.doi: 10.16150/j.1671-2870.2026.01.016
• Medical education • Previous Articles
LIU Dandan1, NIU Yantao2, KANG Tianliang1, LIU Yunfu1, GUO Senlin1, HAN Wenjing3, ZHANG Yongxian1(
)
Received:2025-06-26
Revised:2025-08-06
Accepted:2026-01-14
Online:2026-02-25
Published:2026-02-25
Contact:
ZHANG Yongxian
E-mail:zhyx20000@163.com
CLC Number:
LIU Dandan, NIU Yantao, KANG Tianliang, LIU Yunfu, GUO Senlin, HAN Wenjing, ZHANG Yongxian. Application of virtual simulation combined with problem-oriented project-driven teaching in the teaching reform of radiation physics and protection course[J]. Journal of Diagnostics Concepts & Practice, 2026, 25(01): 105-111.
Figure 1
Clinical cases of chest imaging techniques
Figure 2
Virtual simulation system for radiation protection in CT examination
Figure 3
Mammography dose measurement simulation platform
Figure 4
Index weight allocation diagram of Competency-Oriented Evaluation System
Table 1
Assessment framework and weighting of the course
| 评价环节 | 权重(%) | 主要考核内容 | 对应能力维度 |
|---|---|---|---|
| 课堂学习成绩 | 10 | 案例讨论参与、课堂提问 | 基础知识、科研思维 |
| 考勤 | - | 出勤与课堂纪律（作为过程性评价基本要求，成绩单未单列考勤分） | 学习投入 |
| 实验成绩 | 20 | 虚拟仿真实训与实体操作：防护用品选择与摆位、剂量测量/计算、实验报告 | 实践能力、科研思维 |
| 过程性考核 | 20 | 随堂测验、课后作业、小组项目报告：放射物理基础的重点知识点，辐射防护方案设计或剂量优化研究进展撰写 | 基础知识、实践能力、科研思维 |
| 闭卷考试 | 50 | 情境化案例题、参数分析与防护优化、剂量学计算与方案设计 | 基础知识、实践能力、科研思维 |
Table 2
Pre-reform needs survey results （n=70）
| 维度 | 条目 | 赞同率(%) |
|---|---|---|
| 课程目标 | 希望掌握辐射探测、防护及剂量计算等核心技能 | 82.5 |
| 课程目标 | 强调剂量计算的实用性 | 92.5 |
| 课程目标 | 重视理论在临床/岗位中的应用能力 | 95.0 |
| 课程目标 | 希望培养科研思维 | 82.5 |
| 教学方式 | 认为虚拟仿真技术可提供真实操作环境 | 92.5 |
| 教学方式 | 认为虚拟仿真是学习防护技能的重要途径 | 72.5 |
| 教学方式 | 偏好传统课堂与案例分析相结合的模式 | 80.0 |
| 知识应用 | 认为课程知识在影像技术岗位中得到广泛应用 | 77.5 |
| 知识应用 | 认为防护知识对日常生活安全至关重要 | 72.5 |
Table 3
Comparison of teaching satisfaction between two groups（n[%]）
| 项目 | 2023级 | 2022级 | Z值 | P值 | ||||
|---|---|---|---|---|---|---|---|---|
| 满意 | 基本满意 | 不满意 | 满意 | 基本满意 | 不满意 | |||
| 课程目标与考核要求清晰 | 35(92.11) | 3(7.89) | 0(0.00) | 27(84.38) | 4(12.50) | 1(3.12) | 1.03 | 0.305 |
| 课堂讲授/演示条理清晰、重点突出 | 37(97.37) | 1(2.63) | 0(0.00) | 26(81.25) | 5(15.62) | 1(3.12) | 2.22 | 0.026 |
| 课堂互动（提问/讨论/案例）有助于理解与应用 | 35(92.11) | 2(5.26) | 1(2.63) | 23(71.88) | 7(21.88) | 2(6.25) | 2.18 | 0.029 |
| 练习与训练机会充分（如剂量计算、防护要点、操作流程） | 33(86.84) | 4(10.53) | 1(2.63) | 20(62.50) | 10(31.25) | 2(6.25) | 2.31 | 0.021 |
| 教师答疑与反馈及时、具有指导性 | 33(86.84) | 5(13.16) | 0(0.00) | 23(71.88) | 5(15.62) | 4(12.50) | 1.70 | 0.089 |
| 剂量计算与参数优化能力提升 | 33(86.84) | 5(13.16) | 0(0.00) | 21(65.62) | 9(28.12) | 2(6.25) | 2.16 | 0.031 |
| 辐射防护策略选择与应用能力提升 | 34(89.47) | 4(10.53) | 0(0.00) | 24(75.00) | 4(12.50) | 4(12.50) | 1.72 | 0.086 |
| 发现问题与逻辑分析/批判性思维能力提升（科研思维） | 35(92.11) | 3(7.89) | 0(0.00) | 22(68.75) | 7(21.88) | 3(9.38) | 2.55 | 0.011 |
| 自主学习能力提升 | 36(94.74) | 2(5.26) | 0(0.00) | 27(84.38) | 3(9.38) | 2(6.25) | 1.46 | 0.144 |
| 课程整体学习体验满意 | 32(84.21) | 6(15.79) | 0(0.00) | 25(78.12) | 4(12.50) | 3(9.38) | 0.79 | 0.428 |
Table 4
Comparison of satisfaction with virtual-simulation training effectiveness（n[%]）
| 项目 | 2023级 | ||
|---|---|---|---|
| 满意 | 基本满意 | 不满意 | |
| 线上资源（课件/视频/题库等）获取便捷、质量满意 | 36(94.74) | 2(5.26) | 0(0.00) |
| 线上与线下衔接顺畅，能促进课前预习与课后巩固 | 33(86.84) | 4(10.53) | 1(2.63) |
| 虚拟仿真场景/流程贴近真实工作 | 32(84.21) | 6(15.79) | 0(0.00) |
| 虚拟仿真有助于掌握防护流程与关键操作要点 | 32(84.21) | 5(13.16) | 1(2.63) |
| 虚拟仿真有助于理解参数变化与剂量影响 | 35(92.11) | 3(7.89) | 0(0.00) |
| 系统反馈（提示/纠错）对改进学习有帮助 | 33(86.84) | 3(7.89) | 2(5.26) |
| 愿意在后续学习中继续使用虚拟仿真/混合式学习方式 | 35(92.11) | 3(7.89) | 0(0.00) |
Table 5
Comparison of course assessment scores between Grade 2022 and Grade 2023 （weighted according to Figure 4）
| 指标 | 2023级 | 2022级 | 差值 | t | P | d |
|---|---|---|---|---|---|---|
| 课堂成绩(10%) | 86.56±3.11 | 80.98±0.44 | 5.58 | 10.94 | <0.001 | 2.41 |
| 过程性考核(20%) | 85.92±5.80 | 81.89±6.05 | 4.03 | 2.83 | 0.006 | 0.68 |
| 实验成绩(20%) | 92.98±2.12 | 96.07±4.29 | -3.09 | -3.71 | <0.001 | -0.94 |
| 闭卷考试(50%) | 70.16±12.85 | 65.30±8.87 | 4.86 | 1.86 | 0.067 | 0.43 |
| 总成绩 | 79.51±7.33 | 76.34±4.88 | 3.18 | 2.16 | 0.034 | 0.50 |
Table 6
Comparison of process assessment， summative assessment， and total score
| 指标 | 2023级 | 2022级 | 差值 | t | P | d |
|---|---|---|---|---|---|---|
| 过程性评定得分(满分50) | 44.44±1.58 | 43.69±1.44 | 0.75 | 2.06 | 0.043 | 0.49 |
| 终结性评定得分(满分50) | 35.08±6.43 | 32.65±4.44 | 2.43 | 1.86 | 0.067 | 0.43 |
| 总成绩(满分100) | 79.51±7.33 | 76.34±4.88 | 3.18 | 2.16 | 0.034 | 0.50 |
Table 7
Comparison of competency-domain scores between Grade 2022 and Grade 2023 （converted according to Figure 4）
| 指标 | 2023级 | 2022级 | 差值 | t | P | d |
|---|---|---|---|---|---|---|
| 基础知识（100分制） | 78.23±7.93 | 74.51±5.22 | 3.72 | 2.35 | 0.022 | 0.54 |
| 实践能力（100分制） | 78.45±8.18 | 75.67±5.62 | 2.79 | 1.68 | 0.098 | 0.39 |
| 科研思维（100分制） | 82.30±5.69 | 79.33±3.74 | 2.97 | 2.62 | 0.011 | 0.61 |
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