摘要目的:探讨以案例为基础的学习（case-based learning，CBL）和基于课堂的学习（lecture-based learning，LBL）在医学影像技术专业规范化培训体系图像后处理课程教学中的应用效果。方法:将四川大学华西医院2018级影像技术规范化培训学员共34人纳入该研究对象，根据学号分为试验组（行CBL教学）和对照组（行LBL教学），每组各17人。根据规范化培训课程设计，图像后处理课程教学一年后，通过闭卷考试、实例后处理上机测试及问卷调查来进行教学效果评价。采用SPSS 20.0软件进行 t检验和Mann-Whitney U检验。 结果:试验组闭卷考试成绩（74.42±6.10）和实例后处理上机测试成绩（73.47±6.03）均高于对照组闭卷考试成绩[（69.11±3.70）、（69.08±6.51）]，差异有统计学意义（ P<0.05）。问卷调查显示，试验组规培学员在学习兴趣的激发、课堂氛围的调动、临床思维的培养、自学能力的培养、疑难病例的解析等方面都认可CBL教学。 结论:在医学影像技术规范化培训的图像后处理课程中，合理应用CBL教学，有助于提高规培学员的学习积极性、自学能力、临床综合分析能力、实际操作能力、创新意识等。

abstractsObjective:To explore the application effect of case-based learning (CBL) and lecture-based learning (LBL) in the teaching of image post-processing course in the standardized training system of medical imaging technology.Methods:A total of 34 trainees in the standardized training of imaging technology of Batch 2018 in West China Hospital of Sichuan University were divided into the experimental group and the control group according to their student numbers, with 17 students in each group. CBL teaching was carried out in the experimental group, and LBL teaching was carried out in the control group. According to the standardized training course design, after one year of image post-processing course teaching, the teaching effect was evaluated through closed-book examination, questionnaire survey and post-processing test. SPSS 20.0 was used for t-test and Mann-Whitney U test. Results:The scores of closed-book examinations (74.42±6.10) and post-processing test (73.47±6.03) in the experimental group were higher than those in the control group [(69.11±3.70) and (69.08±6.51)], and the difference was statistically significant ( P<0.05). The questionnaire survey showed that the students in the experimental group recognized CBL teaching in terms of learning interests stimulation, classroom atmosphere mobilization, clinical thinking cultivation, self-study ability training, and analysis of difficult and rare cases, etc. Conclusion:In the image post-processing course of standardized training of medical imaging technology, the rational application of CBL teaching mode is helpful to improve students' learning enthusiasm, self-learning ability, comprehensive analysis of clinical ability, practical ability, innovation consciousness and so on.