Postgraduates majoring in medical imaging need to write a paper, so how should the content of the paper be written? The following is the graduation thesis of medical imaging that I share with you. Welcome to reading.

Abstract: Imaging department is one of the most important clinical departments in the hospital. Postgraduates in medical imaging are the backbone of the development of imaging. In order to cultivate high-level imaging professionals, graduate tutors must constantly improve and reform teaching concepts and models. This paper puts forward some suggestions for clinical teaching of medical imaging graduate students from the aspects of cultivating talents with "three combinations" and "big imaging", flexibly using PBL, TBL and CBL teaching modes, and strengthening the construction of tutor team.

[Keywords:] graduate students; Imaging medicine; teaching

In recent years, with the rapid development of imaging technology and the continuous improvement of imaging equipment, the clinical application of imaging examination has been expanding and the diagnostic level has been improving. At present, the imaging department has become one of the most important clinical departments in the hospital. Under this trend, how to train high-level imaging professionals more efficiently has become the focus of clinical teaching. Postgraduates in medical imaging are the backbone of the development of imaging. It is found that the traditional "spoon-feeding" teaching of medical imaging graduate students cannot achieve the ideal effect [1]. We must constantly improve and reform the teaching concept and mode in the clinical teaching of medical imaging graduate students, and strive to improve their clinical skills and scientific research ability, so that they have solid clinical medical professional knowledge and the ability to engage in scientific research independently to meet the diversified needs of the medical market.

1 Training medical imaging

Clinical thinking of "three combinations" and "big imaging" talents The "three combinations" here refers to the accurate analysis and diagnosis of patients' condition by combining their imaging manifestations, clinical manifestations and pathological manifestations. Imaging manifestations are the mapping of pathological changes, clinical symptoms and signs in patients on imaging instruments, so the relationship between imaging manifestations, clinical manifestations and pathological manifestations of patients is inseparable. The category of "big image" includes radiology, ultrasound, nuclear medicine and interventional medicine. If the graduate students of medical imaging can fully master these sub-disciplines of imaging and integrate them, they can realize the optimal selection of various imaging technologies and complementary information, and can closely combine imaging diagnosis with clinical treatment [2]. Imaging medicine is closely related to anatomy, pathology and related clinical disciplines. Postgraduates majoring in medical imaging should fully understand and master the normal and abnormal imaging manifestations of relevant anatomical parts. Diseases are not static, but gradually develop or change. Therefore, medical imaging graduate students should fully grasp the pathological changes caused by diseases in different stages of development, and be able to make imaging examination and diagnosis in combination with the course of patients. Medical imaging graduate students should use different imaging techniques to examine patients when dealing with "same disease and different shadows", and learn more about their clinical manifestations in order to diagnose and differentiate their illness. In the teaching process of medical imaging graduate students, it is necessary to establish the thinking mode of comparative thinking, reverse thinking and inductive thinking, cultivate the habit of using multidisciplinary knowledge, multi-angle and multi-method to understand and analyze problems, and cultivate their logical thinking ability in clinical practice.

2 Flexible application

The teaching mode of PBL, TBL and CBL. After undergraduate study and clinical practice training, graduate students majoring in medical imaging have enough basic knowledge of imaging specialty and certain clinical operation skills. Therefore, the traditional LBL-based postgraduate teaching model of medical imaging has many disadvantages, which inhibits their learning initiative and interest, hinders their positive thinking and analysis, and fails to cultivate their pioneering and innovative spirit. In recent years, some new teaching modes, such as problem-based teaching (PBL), team-based teaching (TBL) and case-based teaching (CBL), have become the main teaching modes in medical colleges. In our unit (Affiliated Hospital of Yanbian University), a series of innovative teaching activities have also been carried out. For example, when explaining the rare imaging manifestations of some difficult diseases and common diseases to students, we should take the imaging characteristics of related diseases as the starting point, take the practical problems encountered in clinical work as the basic content, and teach students as the main body. The teaching plan is as follows: First, arrange students to read and analyze relevant cases separately, find and use relevant documents and materials, and make a systematic analysis. Then, guide students to discuss and learn collectively around the case, and diagnose and distinguish the diseases in the case according to the imaging characteristics of related diseases. For diseases that are difficult to meet in clinic, we can hold relevant special lectures for students. In the above-mentioned teaching activities, we found that the flexible use of PBL, TBL, CBL and other teaching modes for medical imaging graduate students is not only conducive to cultivating and strengthening their ability to judge, compare, select, analyze and comprehensively sort out imaging knowledge, but also conducive to improving their learning initiative and ability to analyze and solve practical problems, so that they can closely link theoretical knowledge with clinical practice, thus cultivating more comprehensive and higher-level imaging talents [3].

3. Improve students' comprehensive quality and promote their all-round development.

Doing a good job in the education and training of medical postgraduates is related to cultivating high-quality and high-level medical talents for the society and the development of medical technology in the future. In recent years, how to improve the teaching quality of medical postgraduates has become the core issue of clinical teaching.

3. 1 Pay attention to cultivating the diagnostic thinking mode of medical postgraduates.

Tutors should make different training plans according to the individual situation of medical graduate students, focusing on cultivating their clinical diagnosis thinking mode. Students who are directly admitted to graduate school after graduation from undergraduate course have no clinical experience, so the tutor needs to train them from the basic knowledge of imaging and sectional anatomy, so that they can master the imaging characteristics of common diseases and frequently-occurring diseases and gradually form a systematic clinical diagnosis thinking mode. After several years' work, the students who have been admitted to graduate school have certain clinical experience. The tutor needs to strengthen the training of basic knowledge, combine new knowledge with existing clinical experience, and gradually cultivate and improve the comprehensive quality of students.

3.2 Pay attention to the cultivation of scientific research quality of medical imaging graduate students.

Innovation ability, adaptability and practical ability are the abilities that high-quality talents must have, and they are also the direction of postgraduate teaching. Medical postgraduates should not only engage in clinical practice, but also have sufficient scientific research ability. Cultivating graduate students' innovative ability is the primary task of teaching. Tutors should not only guide them to learn new theories and technologies, but also encourage them to create new research methods, and cultivate their autonomy in learning and the spirit of daring to question, ask questions and challenge tradition and authority [4].

4. Teaching and research should learn from each other's strengths and further strengthen the construction of tutor team.

The scheme of training medical postgraduates in China is mainly to let them engage in clinical practice and scientific research under the guidance of tutors. In this regard, graduate tutors shoulder great responsibilities. In order to improve the overall level of imaging discipline and cultivate high-level imaging professionals, it is necessary to establish a high-level postgraduate tutor team and give full play to its leading role in teaching. In the process of postgraduate training, teachers should be the leading factor and students should be the main body [5], focusing on cultivating students' imaging knowledge learning ability, clinical diagnosis thinking ability and scientific research ability. Tutors should make clear the research direction of graduate students, actively undertake high-level scientific research projects, and provide preconditions for cultivating and guiding graduate students to master scientific research methods and cultivate their creativity. In addition, instructors should actively carry out academic exchanges between disciplines, break through the limitations of disciplines, broaden the horizons of graduate students, and lay a solid foundation for improving the level of clinical disease diagnosis.

refer to

Ethan, Liu Linxiang, Li Yueqing, et al. The development of medical imaging technology and medical imaging technology higher education in the 20th century [J]. Journal of Medical Imaging, 2006, 16:98- 100.

[2] Liu Shubing, Yu Shenping, Luo Baining, et al. Preliminary implementation and evaluation of medical imaging teaching reform [J]. China Journal of Medical Education .2006,26 (6): 25-26.

Xiang Xianhong, Liu Mingmei, Luo Baining, et al. Comparison of teaching modes of imaging medicine among LBL, PBL and TBL [J]. University degree. 20 14,16 (1):126-126.

[4] He Wen, Yan Dan,. Reflections on medical imaging and nuclear medicine postgraduate education [J]. China Journal of Stroke.2012,7 (7): 591-596.

Yang Dan, Liu Ning. Application of case teaching method in surgical practice teaching [J]. Contemporary Medicine.2010,16 (2):162-163.

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