Objective. To study the application value of PBL (Problem-Based Learning) combined with a situational simulation teaching method in clinical practice teaching of radiology. Methods. 120 interns who practiced in the radiology department of our hospital from 2020 to 2021 were randomly divided into a study group and a control group. The research group used PBL combined with the scenario simulation teaching method to carry out clinical practice teaching activities. The control group was carried out according to the conventional teaching plan. After 3 months, the teaching effect and satisfaction of the two groups were compared. Results. The imaging report quality control score, intravenous contrast agent score, and practice test score in the study group were higher than those in the control group. The scores of the small class and special class in the research group were higher than those in the control group, and the difference was statistically significant ( P < 0.05 ). The scores of job competency questionnaire in the research group were higher than those in the control group ( P < 0.05 ). The occupational self-efficacy questionnaire score of the research group was higher than that of the control group ( P < 0.05 ). The nursing practice satisfaction score of the research group was higher than that of the control group ( P < 0.05 ). Conclusion. The value of PBL combined with the scenario simulation teaching method in the teaching of radiology clinical practice is significant, which can improve the work ability of interns and make them more satisfied.

Objective. To analyze the value of multiparameter magnetic resonance (mpMRI) in the diagnosis of pancreatic cancer with vascular invasion from two aspects: morphology and function, so as to provide a reliable diagnostic basis for preparing the clinical treatment plans. Methods. Totally 31 case data of pancreatic cancer patients diagnosed in our hospital from January 2020 to March 2021 were enrolled in this study. All patients underwent multiparameter magnetic resonance imaging (T1WI, T2WI, DKI, and DCE-MRI) before surgery, and then all patients underwent pancreatic cancer surgery. Two experienced radiologists analyzed these obtained images according to the image reports and combined them with the pathological results. Taking pathological results as gold standard, the sensitivity, specificity, and accuracy of quantitative parameters derived from T2WI, DKI, DCE, T2WI + DKI, T2WI + DCE, and T2WI + DKI + DCE for the diagnostic capabilities of pancreatic cancer vascular invasion were calculated using diagnostic laboratory methods. Kappa consistency test was used to estimate the consistency of two radiologists’ diagnosis and analysis. The images obtained by DKI sequence were input into the postprocessing software MITK-Diffusion v2014.10.02, The images obtained from DCE sequence were processed by the Tissue 4D software on the Siemens syngo via workstation to calculate and analyze each tumor ROI’s MD, MK values from DKI, and K trans , K ep , V e values from DCE. Independent samples t -test was used to compare the parameters of pancreatic cancer with vascular invasion group (16 cases) and nonvascular invasion group (15 cases). ROC curve was used to analyze the efficacy of each parameter in diagnosing pancreatic cancer vascular invasion. Results. The sensitivity, specificity, and accuracy of T2WI were 62.5%, 53.5%, and 58.1%; those of DKI were 56.3%, 60.0%, and 58.1%; those of DCE were 68.8%, 60.0%, and 64.5%; those of T2WI + DKI were 68.8%, 66.7%, and 67.7%; those of T2WI + DCE were 75.0%, 66.7%, and 71.1%; those of T2WI + DKI + DCE were 81.2%, 73.3%, and 77.4%, respectively. These two diagnostic radiologists analyzed image data with good consistency, Kappa = 0.834 . MD, MK, K trans , K ep , and V e were significantly different between the vascular invasion group and the nonvascular invasion group ( p < 0.05 ). Each parameter’s AUC of ROC curve was 0.773, 0.829, 0.794, 0.802, and 0.846 ( p < 0.05 ). Take MD = 2.285 × 10 − 3   mm / s 2 , MK = 0.72 , K trans = 0.103 , K ep = 0.337 , and V e = 0.353 as thresholds; the sensitivity of these parameters to diagnose vascular invasion of pancreatic cancer was 73.33%, 75%, 87.5%, 68.8%, and 68.8%. The specificity of them was 75%, 80%, 60%, 86.7%, and 86.7%, respectively. Conclusion. The combined analysis of T2WI + DKI + DCE can improve the specificity and accuracy of diagnostic efficiency of vascular invasion of pancreatic cancer and provide an important diagnostic basis for pancreatic cancer’s preoperative treatment.

With the arrival of the Internet + era and the need for development and personnel training, the traditional teaching model of TCM (Traditional Chinese Medicine) needs to be transformed into a mixed teaching mode. In addition, the TCM English teaching resources from which learners can pick are restricted, and certain critical revised TCM material is not delivered on time. For high-quality delivery of service to TCM English learners, a system with materials and communication is considered extremely important. In this connection, “Internet +” provides both possibilities and problems for the advancement of TCM English instruction, which has considered a key to advanced TCM. Therefore, motivated by the development of “Internet +,” we try to establish a relevant analysis of the mixed teaching model and propose the implementation path and method of the mixed teaching model of traditional Chinese medicine: changing ideas and guiding students to enter into deep learning to build a teaching community; integration and reform of online teaching and classroom teaching of traditional Chinese medicine; emphasis on developmental evaluation. The evaluation is based on whether it provides students with meaningful Chinese medicine learning experience and deep learning status as the evaluation criteria.

Objective. A case-control study explored the application of case-based teaching methods in the clinical teaching of radiology. Materials and Methods. 126 radiology interns of grade 2018 were selected by cluster sampling and randomly divided into the research group and the control group. The traditional teaching approach was used in the control group and the primary teaching principle was used in the research group. The teaching effects of the two groups were compared. Results. The interns’ test scores, the research group’s case summary multiple-choice questions, case-group multiple-choice questions, case analysis questions, theoretical total scores, and practical operation assessment scores were significantly higher than those of the control group, and the difference was statistically significant ( P < 0.05 ). The total score of dimensions of the interns’ critical thinking ability in the study group were significantly higher than those in the control group, and the difference was statistically significant ( P < 0.05 ). The interns’ perception of teachers, students’ academic self-perception, students’ perception of environment, students’ social self-perception, and the total score of the DREEM scale in the study group were considerably greater than those in the control group, and the difference was statistically significant ( P < 0.05 ). After teaching, the scores of systematic thinking ability and evidence-based thinking ability of the interns were significantly increased. The improvement in the study group was more significant than that in the control group, and the difference was statistically significant ( P < 0.05 ). Following teaching, the scores of learning interest, self-management, plan implementation, and mutual cooperation of the interns in the two groups were significantly upregulated, and the difference was statistically significant ( P < 0.05 ). Among them, the improvement of interns’ abilities in the research group was significantly better than that in the control group, and the difference was statistically significant ( P < 0.05 ). The scores of learning goal, learning process, learning effect, classroom environment construction, teaching strategy, and technology application in the research group were greater than those in the control group, and the difference was statistically significant ( P < 0.05 ). The satisfaction rate of the study group was higher than that of the control group, and the difference was statistically significant ( P < 0.05 ). Conclusion. The application of the case teaching method based on primary teaching principle in the radiology clinical teaching course is helpful to cultivate students’ critical thinking ability and improve students’ performance and classroom teaching effectiveness.

Purpose: This study aims to determine whether the dual-parameter approach combined with either time-resolved angiography with stochastic trajectories (TWIST) or golden-angle radial sparse parallel (GRASP) and diffusion-weighted imaging (DWI) has superior diagnostic performance in predicting pathological lymphovascular invasion (pLVI) rectal cancer when compared with traditional single-parameter evaluations using DWI alone. Materials and Methods: Patients with pathologically confirmed rectal cancer were enrolled. Perfusion (influx forward volume transfer constant [Ktrans] and rate constant [Kep]) and apparent diffusion coefficient (ADC) were measured by two researchers. For both sequences, areas under receiver operating characteristic (ROCs) to predict pLVI-positive rectal cancer were compared. Results: A total of 179 patients were enrolled in our study. A combined analysis of ADC and perfusion parameters (Ktrans) acquired with GRASP yielded a higher diagnostic performance compared with diffusion parameters alone (area under the curve, 0.91±0.03 vs. 0.71±0.06, P<0.001); However, ADC with GRASP-acquired Kep and ADC with TWIST-acquired perfusion parameters (Ktrans or Kep) did not offer any additional benefit. Conclusion: The Ktrans of the GRASP technique improved the diagnostic performance of multiparametric MRI to predict rectal cancers with pLVI-positive. In contrast, TWIST did not achieve this effect.