PACS-based flipping classroom teaching system and implementation method thereof

Abstract

The invention discloses a PACS-based flipping classroom teaching system and an implementation method thereof, and belongs to the technical field of online interactive courses. On the basis of PACS, a flipping classroom teaching system is constructed, the flipping classroom teaching system comprises a teacher terminal and student terminals, and the teacher terminal is responsible for accurate teaching preparation; the student end records the learning process, provides an evaluation system based on learning behaviors and example score data, and subdivides the evaluation system into a plurality of single indexes, so that the multi-dimensional evaluation mode can more comprehensively reflect the learning condition of the student, and powerful support is provided for formulating a consolidation scheme. According to the invention, comprehensive coverage and personalized customization of the teaching process are realized, and the teaching efficiency and effect are improved.

Description

Technical Field

[0001] The present invention relates to the technical field of online interactive courses, and more particularly to a flipped classroom teaching system based on PACS and an implementation method thereof. Background Art

[0002] Picture Archiving and Communication System (PACS) is a comprehensive system for storing, managing and transmitting medical images. It can digitize medical images and store and share them through the network so that medical professionals can easily access and analyze medical images.

[0003] However, traditional PACS-based teaching cases lack systematic integration in the organization of teaching resources. Case images are not classified according to the teaching curriculum system, and teaching auxiliary materials are separated from images. At the same time, resources are not updated in a timely manner. In terms of the implementation of the teaching process, one-way transmission lacks interaction, and students passively receive information, resulting in poor teaching effects. It is difficult for students to actively participate and conduct group discussions, and there is a lack of personalized teaching support, making it difficult for teachers to monitor learning progress. In terms of teaching effect evaluation, the evaluation method is single, unable to comprehensively measure students' abilities and provide feedback for teaching improvements, and there is also a lack of continuous improvement mechanisms.

[0004] At present, flipped classroom has become a hot topic in teaching reform. It is an emerging teaching model that combines classroom teaching and online teaching. Flipped classroom teaching can readjust the time inside and outside the classroom, transfer the decision-making power of learning from teachers to students, make medical teaching more flexible and proactive, and make students more involved.

[0005] Therefore, it is an urgent problem for technical personnel in this field to propose a flipped classroom teaching system and an implementation method thereof that can further improve the teaching quality. Summary of the invention

[0006] In view of this, the present invention provides a flipped classroom teaching system based on PACS and an implementation method thereof, which brings innovative teaching experience to medical education and improves learning efficiency and results.

[0007] In order to achieve the above object, the present invention adopts the following technical solution:

[0008] On the one hand, the present invention proposes a flipped classroom teaching system based on PACS, including a teacher end and a student end, wherein the teacher end and the student end are in communication connection;

[0009] The teacher terminal includes:

[0010] Teaching preparation module, which breaks down knowledge points according to learning objectives and constructs a learning task list, while also producing learning videos around the knowledge points;

[0011] The teaching auxiliary module uses PACS to build a case library and designs examples based on the corresponding knowledge points in the case library;

[0012] The student terminal includes:

[0013] The learning record module conducts pre-study according to the learning task list and learning videos, records students' learning behavior in real time, verifies the pre-study results according to the examples, and records the example test results;

[0014] A learning assessment module, which analyzes the student's learning situation based on the learning behavior and example test score data to obtain a knowledge consolidation plan for the student;

[0015] The teacher end and the student end are also provided with an interactive module for the teacher and the students to discuss the learning content.

[0016] Preferably, the teaching preparation module includes:

[0017] The knowledge point decomposition unit reversely identifies knowledge points based on the historical task data corresponding to the learning objectives;

[0018] A checklist building unit determines the learning task list in combination with the syllabus and the knowledge points;

[0019] The video preparation unit produces and uploads learning videos corresponding to the knowledge points, and determines the learning order of the learning videos according to the learning task list.

[0020] Preferably, the teacher end also includes a teaching operation module for checking and modifying the knowledge points and the learning task list.

[0021] Preferably, the teaching auxiliary module includes:

[0022] Case database construction unit, collects, organizes and stores medical images and case data to build a case database;

[0023] The practice scenario construction unit constructs different clinical practice scenarios based on the case library and designs examples corresponding to the knowledge points.

[0024] Preferably, the learning assessment module evaluates individual indicators based on learning behavior and example question performance data, and analyzes students' learning situation according to the individual indicator evaluation results; the individual indicators include patient care, medical knowledge, system-based practice, practice-based learning and progress, professionalism, and interpersonal communication skills.

[0025] Preferably, the learning assessment module includes:

[0026] A single indicator evaluation unit evaluates a single indicator based on learning behavior and example question score data, and outputs a single indicator evaluation result;

[0027] The indicator evaluation fusion unit combines the evaluation results of each individual indicator to obtain the capability evaluation result;

[0028] The consolidation plan output unit designs a consolidation plan based on the evaluation results of the single indicator.

[0029] On the other hand, the present invention also proposes a method for implementing a flipped classroom teaching system based on PACS, including teaching analysis and learning analysis, and the steps are as follows:

[0030] Teaching analysis includes:

[0031] Teaching preparation: break down knowledge points according to learning objectives and construct a learning task list, and make learning videos around the knowledge points;

[0032] Teaching assistance: Use PACS to build a case database and design examples based on the corresponding knowledge points in the case database;

[0033] Learning analytics include:

[0034] Learning records: Pre-study according to the learning task list and learning videos, record students' learning behavior in real time, test the pre-study results according to the examples, and record the example test results;

[0035] Learning assessment: analyzing the student's learning situation based on the learning behavior and example test score data to obtain a knowledge consolidation plan for the student;

[0036] The implementation method also includes the teacher and the students discussing the learning content.

[0037] Preferably, the teaching preparation includes:

[0038] Reversely identify knowledge points based on historical task data corresponding to learning objectives;

[0039] Determine the learning task list based on the syllabus and the knowledge points;

[0040] Create and upload learning videos corresponding to the knowledge points, and determine the learning order of the learning videos according to the learning task list.

[0041] Preferably, the teaching aid includes:

[0042] Collect, organize and store medical images and case data to build a case database;

[0043] Construct different clinical practice scenarios based on the case database and design examples corresponding to the knowledge points.

[0044] Preferably, the learning assessment includes:

[0045] Evaluate a single indicator based on learning behavior and example test score data, and output the evaluation result of the single indicator;

[0046] Combine the evaluation results of each single indicator to obtain the ability evaluation result;

[0047] Design a consolidation plan based on the evaluation results of the individual indicators.

[0048] Through the above technical solutions, it can be known that compared with the prior art, the present invention discloses a flipped classroom teaching system based on PACS and its implementation method. Based on PACS, a flipped classroom teaching system is constructed, including a teacher end and a student end. The teacher end is responsible for accurate teaching preparation; the student end records the learning process, and proposes an evaluation system based on learning behavior and example question performance data, which is subdivided into multiple single indicators. This multi-dimensional evaluation method can more comprehensively reflect the students' learning situation and provide strong support for the formulation of consolidation plans. The present invention realizes comprehensive coverage and personalized customization of the teaching process, improves teaching efficiency and effect, and improves teaching quality. BRIEF DESCRIPTION OF THE DRAWINGS

[0049] In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the drawings required for use in the embodiments or the description of the prior art will be briefly introduced below. Obviously, the drawings described below are only embodiments of the present invention. For ordinary technicians in this field, other drawings can be obtained based on the provided drawings without paying creative work.

[0050] Figure 1 A structural schematic diagram of the PACS-based flipped classroom teaching system provided by the present invention. DETAILED DESCRIPTION

[0051] The following will be combined with the drawings in the embodiments of the present invention to clearly and completely describe the technical solutions in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0052] On the one hand, the embodiment of the present invention proposes a flipped classroom teaching system based on PACS, such as Figure 1 As shown, it includes a teacher end and a student end, and the teacher end and the student end are connected in communication to realize real-time information interaction;

[0053] The teacher side includes teaching preparation module, teaching auxiliary module and teaching operation module.

[0054] The teaching preparation module breaks down knowledge points according to learning objectives and constructs a learning task list. It also produces learning videos around the knowledge points, including:

[0055] The knowledge point decomposition unit reversely identifies knowledge points based on the historical task data corresponding to the learning objectives;

[0056] List building unit, combining the syllabus and knowledge points to determine the learning task list;

[0057] Video preparation unit: create and upload learning videos corresponding to the knowledge points, and determine the learning order of the learning videos according to the learning task list.

[0058] Teaching assistance module uses PACS to build a case library and designs examples based on the corresponding knowledge points in the case library, including:

[0059] Case database construction unit, collects, organizes and stores medical images and case data to build a case database;

[0060] The practice scenario construction unit constructs different clinical practice scenarios based on the case library and designs examples corresponding to the knowledge points.

[0061] The teaching operation module is used to check and modify knowledge points and learning task lists.

[0062] The student side includes learning record module and learning assessment module.

[0063] The learning record module conducts pre-study according to the learning task list and learning videos, records students' learning behavior in real time, verifies the pre-study results according to example questions, and records the example question performance data.

[0064] The learning assessment module analyzes students’ learning situation based on their learning behavior and example test score data, and obtains knowledge consolidation plans for students.

[0065] Furthermore, the learning assessment module evaluates individual indicators based on learning behavior and example test score data, and analyzes students' learning status based on the individual indicator evaluation results; individual indicators include patient care, medical knowledge, system-based practice, practice-based learning and progress, professionalism, and interpersonal communication skills. The learning assessment module includes:

[0066] A single indicator evaluation unit evaluates a single indicator based on learning behavior and example question score data, and outputs a single indicator evaluation result;

[0067] The indicator evaluation fusion unit combines the evaluation results of each individual indicator to obtain the capability evaluation result;

[0068] The consolidation plan output unit designs the consolidation plan based on the evaluation results of a single indicator.

[0069] Both the teacher side and the student side are also equipped with interactive modules for teachers and students to discuss learning content and improve teaching quality.

[0070] This example takes "respiratory system imaging diagnosis" as the learning goal, and the teacher's workflow is as follows:

[0071] Teaching preparation modules:

[0072] The knowledge point decomposition unit obtains students' historical task data in various system imaging diagnosis related courses from the teaching management system. Historical task data includes but is not limited to homework, test questions, examination papers, laboratory reports, internship summaries, imaging diagnosis reports and skill operations. It is also possible to collect teachers' records of students' learning during the teaching process, such as answers to classroom questions, performance in group discussions, etc. All types of collected data are organized in a unified format. For paper homework, test papers, etc., they are converted into electronic documents by scanning, and then converted into editable text format using optical character recognition (OCR) technology. Different types of data are classified and stored according to individual students, task types (such as theoretical homework, practical homework, etc.), and time sequence for subsequent analysis.

[0073] Use text analysis tools (such as the NLTK library in Python or specialized text mining software) to extract keywords from the sorted historical task data. In this embodiment, keywords related to disease image features are extracted from students' homework on disease image diagnosis. The extracted keywords are frequency counted to determine the keywords that appear more frequently in the students' answers. These keywords are often related to important knowledge points and are used as the first knowledge points.

[0074] Analyze students' wrong answers in history task data, identify common error patterns, and infer which knowledge points students have misunderstandings based on the error patterns, so as to determine the knowledge points that need to be emphasized as the second knowledge points.

[0075] The checklist construction unit performs conceptual association analysis on the first knowledge point and the second knowledge point to identify the relationship between the knowledge points. Using knowledge graph technology, the association between knowledge points is visualized, and the structure of knowledge points is further clarified as the learning task list architecture. At the same time, combined with the requirements of the syllabus and clinical practice, the selected knowledge points are adjusted and supplemented to improve the learning task list.

[0076] In the video preparation unit, teachers record videos to explain the knowledge points in the learning task list and prepare corresponding PPT courseware as a template for students to flip the classroom. The courseware lists the outline of the content to be taught and provides some typical case pictures.

[0077] Teaching support modules:

[0078] Case database construction unit: build a typical case database based on PACS, and use the search and download functions of the PACS system to obtain case data for students to preview before class and consolidate after class;

[0079] Practice scenario construction unit, set the test scenario, and clarify the roles and tasks of students in the scenario. The test scenario design is divided into the following steps:

[0080] (i) Patient reception and initial examination (testing patient care and interpersonal communication skills);

[0081] (ii) preliminary diagnosis and application of medical knowledge (testing medical knowledge);

[0082] (3) Imaging examination operation and result analysis (testing is based on systematic practice and medical knowledge);

[0083] (iv) discussion of the condition and multidisciplinary collaboration (testing professionalism and practice-based learning and improvement);

[0084] (V) Explain the condition and treatment plan to the patient's family (again testing interpersonal communication skills and patient care).

[0085] In this embodiment, multiple-choice questions are also designed for each indicator.

[0086] The teaching operation module is used to check and modify the knowledge points and learning task list. In this embodiment, the teacher can modify the automatically identified knowledge points and learning task list based on teaching experience, or add or supplement them based on student feedback.

[0087] The student side includes learning record module and learning assessment module.

[0088] Learning record module: Students log in to the online teaching platform and watch learning videos in the order of the learning task list. During the video watching process, the platform automatically records the students' learning behavior, such as the percentage of viewing time to the total video time, the quantitative value of repeated viewing (if there is repeated viewing behavior, it is recorded as 1, otherwise it is recorded as 0), etc. After the students complete the examples designed based on the case library, the platform records the example score data, that is, the answer score of the scenario link corresponding to each indicator (scored according to the completeness, accuracy and logic of the answer), the correct rate of multiple-choice questions corresponding to each indicator, and the ratio of the time used to answer the question to the average answer time of the question.

[0089] Learning Assessment Module:

[0090] A single indicator evaluation unit obtains a single indicator evaluation result using a neural network model. Specifically, a neural network model is constructed, including an input layer, a hidden layer, and an output layer.

[0091] Input layer: There are 5 neurons, corresponding to the percentage of viewing time to the total video time, the quantitative value of repeated viewing, the answer score of the scene link corresponding to each indicator, the correct rate of multiple-choice questions corresponding to each indicator, and the ratio of the time used to answer the question to the average answering time of the question.

[0092] Hidden layer: The number of neurons can be set according to the actual situation, and the activation function of the hidden layer neurons can be the ReLU (Rectified Linear Unit) function.

[0093] Output layer: There is one neuron, which outputs a single indicator evaluation result. The activation function of the output layer neuron can be selected according to the value range of the evaluation result. For example, if the evaluation result value range is [0,1], the Sigmoid function can be selected.

[0094] A large amount of training data (learning behavior and example question score data as well as the corresponding single indicator evaluation results) is used to train the neural network, and the weights of the neural network are adjusted so that the model can accurately predict the single indicator evaluation results based on the input learning behavior and example question score data.

[0095] The indicator evaluation fusion unit determines the weight value of each indicator based on the hierarchical analysis method, and takes the weighted sum of the weight value of each indicator and the corresponding indicator evaluation result to obtain the capability evaluation result.

[0096] In the consolidation plan output unit, if the evaluation result of a single indicator is lower than the preset target, relevant explanation videos and examples will be recommended for consolidation of the indicator. This will continue until the evaluation result of a single indicator exceeds the preset target and then examples will be redesigned for learning evaluation to ensure that both the evaluation result of a single indicator and the result of the ability evaluation meet the standards.

[0097] Both the teacher side and the student side are also equipped with interactive modules for teachers and students to discuss learning content.

[0098] Students can ask questions and discuss at any time through the interactive module, and the instructor will answer them. The following functions can be achieved:

[0099] First, exchange learning results in class. Group members share their learning results, supplementary materials and problems. Group reports are required to be concise, with clear themes and rich video materials. Each group report lasts 10 minutes and focuses on solving problems encountered within the group. The teacher makes a brief summary and extracts inspiring questions.

[0100] Second, conduct inter-group discussions. According to the order of group speeches, the whole class collectively discusses the unresolved issues within the group, encourages all students to speak, conducts inquiry-based discussions with different understandings and viewpoints, and trains students to look at problems from multiple perspectives.

[0101] Third, explain the key content. The teacher will give face-to-face lectures on common problems, key points, difficult points and hot topics in group discussions before class, answer existing questions one by one, and further deepen students' understanding of course content and internalization of knowledge; and the explanation can also be tailored to the individual needs of the students to solve their individual problems.

[0102] Fourth, conduct PACS reading and analysis of cases. It mainly includes imaging characteristics, diagnosis, differential diagnosis, epidemiological conditions, clinical characteristics, etc. After the group discussion, one student will speak, and you can look up information for questions you don’t understand; finally, the teacher will comment and summarize the answers of each group, aiming to improve students’ comprehensive abilities.

[0103] On the other hand, the present invention also proposes a method for implementing a flipped classroom teaching system based on PACS, including teaching analysis and learning analysis, and the steps are as follows:

[0104] Teaching analysis includes:

[0105] Teaching preparation: break down knowledge points according to learning objectives and construct a learning task list, and make learning videos around the knowledge points;

[0106] Teaching assistance: Use PACS to build a case database and design examples based on the corresponding knowledge points in the case database;

[0107] Learning analytics include:

[0108] Learning records: Pre-study according to the learning task list and learning videos, record students' learning behavior in real time, test the pre-study results according to the examples, and record the example test results;

[0109] Learning assessment: Analyze students’ learning situation based on their learning behavior and example test scores to obtain a knowledge consolidation plan for them;

[0110] Implementation methods also include discussions between teachers and students on learning content.

[0111] Preferably, teaching preparation includes:

[0112] Reversely identify knowledge points based on historical task data corresponding to learning objectives;

[0113] Determine the learning task list based on the syllabus and knowledge points;

[0114] Make and upload learning videos corresponding to the knowledge points, and determine the learning order of the learning videos according to the learning task list.

[0115] Preferably, the teaching aids include:

[0116] Collect, organize and store medical images and case data to build a case database;

[0117] Construct different clinical practice scenarios based on the case database and design examples corresponding to the knowledge points.

[0118] Preferably, learning assessments include:

[0119] Evaluate a single indicator based on learning behavior and example test score data, and output the evaluation result of the single indicator;

[0120] Combine the evaluation results of each single indicator to obtain the ability evaluation result;

[0121] Design a consolidation plan based on the evaluation results of individual indicators.

[0122] In this specification, each embodiment is described in a progressive manner, and each embodiment focuses on the differences from other embodiments. The same or similar parts between the embodiments can be referred to each other. For the device disclosed in the embodiment, since it corresponds to the method disclosed in the embodiment, the description is relatively simple, and the relevant parts can be referred to the method part.

[0123] The above description of the disclosed embodiments enables one skilled in the art to implement or use the present invention. Various modifications to these embodiments will be apparent to one skilled in the art, and the general principles defined herein may be implemented in other embodiments without departing from the spirit or scope of the present invention. Therefore, the present invention will not be limited to the embodiments shown herein, but rather to the widest scope consistent with the principles and novel features disclosed herein.

Claims

1. A flipped classroom teaching system based on PACS, characterized in that: It includes a teacher terminal and a student terminal, and the teacher terminal and the student terminal are connected in communication; The teacher terminal includes: Teaching preparation module, which breaks down knowledge points according to learning objectives and constructs a learning task list, while also producing learning videos around the knowledge points; The teaching auxiliary module uses PACS to build a case library and designs examples based on the corresponding knowledge points in the case library; The student terminal includes: The learning record module conducts pre-study according to the learning task list and learning videos, records students' learning behavior in real time, verifies the pre-study results according to the examples, and records the example test results; A learning assessment module, which analyzes the student's learning situation based on the learning behavior and example test score data to obtain a knowledge consolidation plan for the student; The teacher end and the student end are also provided with an interactive module for the teacher and the students to discuss the learning content.

2. According to the flipped classroom teaching system based on PACS in claim 1, it is characterized in that: The teaching preparation module includes: The knowledge point decomposition unit reversely identifies knowledge points based on the historical task data corresponding to the learning objectives; A checklist building unit determines the learning task list in combination with the syllabus and the knowledge points; The video preparation unit produces and uploads learning videos corresponding to the knowledge points, and determines the learning order of the learning videos according to the learning task list.

3. According to the flipped classroom teaching system based on PACS in claim 2, it is characterized in that: The teacher end also includes a teaching operation module for checking and modifying the knowledge points and the learning task list.

4. According to the PACS-based flipped classroom teaching system of claim 1, it is characterized in that: The teaching auxiliary module includes: Case database construction unit, collects, organizes and stores medical images and case data to build a case database; The practice scenario construction unit constructs different clinical practice scenarios based on the case library and designs examples corresponding to the knowledge points.

5. According to the PACS-based flipped classroom teaching system of claim 1, it is characterized in that: The learning assessment module assesses individual indicators based on learning behavior and example question score data, and analyzes students' learning status according to the individual indicator assessment results; the individual indicators include patient care, medical knowledge, system-based practice, practice-based learning and progress, professionalism, and interpersonal communication skills.

6. A flipped classroom teaching system based on PACS according to claim 5, characterized in that: The learning assessment module includes: A single indicator evaluation unit evaluates a single indicator based on learning behavior and example question score data, and outputs a single indicator evaluation result; The indicator evaluation fusion unit combines the evaluation results of each individual indicator to obtain the capability evaluation result; The consolidation plan output unit designs a consolidation plan based on the evaluation results of the single indicator.

7. A method for implementing a flipped classroom teaching system based on PACS, characterized in that: Including teaching analysis and learning analysis, the steps are as follows: Teaching analysis includes: Teaching preparation: break down knowledge points according to learning objectives and construct a learning task list, and make learning videos around the knowledge points; Teaching assistance: Use PACS to build a case database and design examples based on the corresponding knowledge points in the case database; Learning analytics include: Learning records: Pre-study according to the learning task list and learning videos, record students' learning behavior in real time, test the pre-study results according to the examples, and record the example test results; Learning assessment: analyzing the student's learning situation based on the learning behavior and example test score data to obtain a knowledge consolidation plan for the student; The implementation method also includes the teacher and the students discussing the learning content.

8. The method for implementing a flipped classroom teaching system based on PACS according to claim 7 is characterized in that: The teaching preparation includes: Reversely identify knowledge points based on historical task data corresponding to learning objectives; Determine the learning task list based on the syllabus and the knowledge points; Create and upload learning videos corresponding to the knowledge points, and determine the learning order of the learning videos according to the learning task list.

9. The method for implementing a flipped classroom teaching system based on PACS according to claim 7, characterized in that: The teaching aids include: Collect, organize and store medical images and case data to build a case database; Construct different clinical practice scenarios based on the case database and design examples corresponding to the knowledge points.

10. The method for implementing a flipped classroom teaching system based on PACS according to claim 7, characterized in that: The learning assessment includes: Evaluate a single indicator based on learning behavior and example test score data, and output the evaluation result of the single indicator; Combine the evaluation results of each single indicator to obtain the ability evaluation result; Design a consolidation plan based on the evaluation results of the individual indicators.

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