The traditional teaching of imaging anatomy is to observe and explore the anatomical details directly from the shallow to the deep on the limited corpses, and then to teach by combining the sectional specimen images and image findings. The disadvantages of this teaching mode are as follows: 1. Anatomically, it is difficult to establish a 3D spatial position of organs, and the specimens are limited and cannot be repeated. 2. The imaging of anatomy is different from the real presentation. The purpose of imaging anatomy enables students to understand and master each anatomical structure corresponding to the images displayed by various imaging examinations. In this traditional teaching process, it is difficult for sectional anatomy pictures to correspond to images, and hence, difficult to show several continuous transition changes in the image. Third, traditional teaching cannot guide the students to think in three dimensions. The study of image anatomy is a transformation process from 3D to the plane and then to 3D. In order to accurately understand the human organs and other organizational structures, we should identify these 2D images through the visual process, with accumulated anatomical and imaging technology knowledge, while attempting to generate a virtual 3D human body structure. This requires students to have the ability to transform a 2D plane into 3D space.
The purposes of using probe software in this study were as follows: first, combining sectional anatomy with various images for an accurate correspondence; second, importing real case imaging data to generate 3D images to present the complex structure. Next, we imported the existing sectional anatomical images into the software, then integrated them with CT and MRI, and marked them point-to-point, to intuitively present the anatomical structure and the corresponding imaging manifestations, which in turn, would facilitate the students’ understanding and memory. In the case of complex structures, such as liver, brain blood vessels, and lungs, and other teaching difficulties, the reconstruction of 3D model describes its structure and distribution. Although it is a virtual reconstruction and is derived from real cases, it is not only conducive to teachers but also to guide students. During the transformation of 2D images into 3D images, the characteristics of the data of each image could be elucidated that stimulated the learning enthusiasm. In traditional teaching, due to the complexity and obvious changes of the head blood vessels, students will have some difficulties in understanding the actual spatial structure of the head blood vessels. Consecutively, the changes in the blood vessels shown in the 2D image are difficult for students to understand and identify the structure. The established 3D cerebral vascular model was used for teaching and comparing the blood vessels in anatomy and sectional images, through rotation, movement, cutting, more vivid, and intuitive explanation in order to deepen the students’ understanding of the vascular course. Also, through the continuous dynamic changes, students can further deepen their understanding and master the structure and changes .
This teaching uses a set of 3D software based on the original image data modeling to display the 2D images of the crown, loss, axis, and arbitrary section, as well as the 3D model established by the corresponding 2D image. In the teaching process, combined with the 3D model, we can organize the edge display on the 2D image or overlay the 2D image on the 3D model, in order to make students understand the learning objectives of images. 3D visualization technology provides a new way to solve this problem [4-7]. The 3D visualization analysis software could be used to establish 3D images of various organs, such as brain, lung, liver, and spine. The size and shape of the tubes, the shape and distribution of the main ducts, the size and location of the lesions, and the spatial correlation with the main structures could be displayed. Through transparent processing, screening, hiding, and other operation methods, the shape and branch distribution of each structure could be displayed separately to help students understand the correlation between the anatomical structure of the organ canal and the lesions. The students could improve their ability to understand the 2D images by observing CT or MRI and combining them with 3D images, thus stimulating their initiative in learning, improving learning efficiency, and achieving a positive feedback effect . 3D visualization software could also be used to carry out virtual surgery. The students could observe the pathological changes on the computer, judge which pipelines need to be disconnected and which pipelines need to be retained, and compare the same with the actual operation and postoperative review to deepen the understanding of surgery. Not only these advantages are incomparable with traditional teaching methods  but the results of this study also show that the performance of the 3D teaching group is significantly better than that of traditional teaching group with respect to film reading, identifying organizational structure during operation, stimulating students’ learning enthusiasm, and helping to improve learning efficiency. The current findings also showed that the theoretical scores and case analysis scores of the two groups were 84.4 ± 6.5 and 84.7 ± 5.5, respectively; the scores of the study group were significantly higher than those of the traditional teaching group (P < 0.01).
As a response to sickness, the symptoms and manifestations of the human body are constantly developing and changing; thus, different imaging characteristics are observed in various developmental stages of the disease. The appearance of the same kind of disease will lead to different human immune defense functions and metabolic changes, which will present different image features. Interestingly, abundant clinical practice is required to make a comprehensive and accurate diagnosis by connecting the normal image with disease images through dialectical thinking. However, the learning cycle of students in school is limited, and teaching resources are relatively scarce. In addition, medical ethics greatly reduces the opportunities for the students to use hospital equipment and patients for training and learning. As a result, students’ operation opportunities and skill training cannot be guaranteed, and the learning cycle is limited, which does not allow the students to experience the complete evolution process of various diseases, severely affecting the cultivation of their practical ability. The current changes in medical education include that study by Frenk et al. that started the problem-based teaching method, which further linked the basic subjects to the clinical subjects . The recent teaching reform focuses on the cultivation of students’ competency-based learning. In June 2015, Germany formulated and released the “National medical undergraduate education ability learning objectives,” which defined the objectives and importance of students’ ability training. Weinert et al. pointed out that learning ability refers to the ability to have or learn to solve certain problems using specific existing technologies successfully in various situations. In this study, SRSSDL was introduced to evaluate the students’ self-efficacy, which was first used to evaluate the nursing students . Cadorin et al.  applied this scale for the assessment of radiology technicians and achieved satisfactory results; hence, we used this scale to compare self-efficacy in each groups. Before the experiment, no significant differences were detected in learning awareness, learning behavior, learning strategies, learning evaluation, and interpersonal skills between the two groups (P > 0.05); however, after the experiment, the differences in the self-directed learning ability were statistically significant (P < 0.05) between the two groups, and the factors of the two groups were significantly higher than those before the experiment (P < 0.05).
Subsequently, this study introduced the medical imaging teaching training and assessment system. PACS collects, stores, and transmits all kinds of imaging data through computer and network technologies, and browse and conduct the post-processing of the images. It has been widely used at the Radiology Department  in 2016 and was applied in the Affiliated hospital to store and diagnose the images of the clinical cases. With the rapid development in recent years, PACS has expanded from simple image storage and communication between radiation imaging equipment to the interoperability of all imaging equipment in the hospital, forming an integrated PACS of the whole hospital. In 2017, the affiliated hospital and medical college established a multimedia network training room based on PACS through the connection between the campus network and the affiliated hospital. In the teaching process, the teachers of the Imaging College made full use of the image resources such as CT, MRI, and DR in the Affiliated Hospital, sort them out according to the system, specialty, and chapter, and compiled the medical imaging database. The images can be used repeatedly and updated regularly. Students can study independently on the computer terminal. The medical imaging database could be used for students to learn, establish a simple medical imaging diagnosis test question bank, conduct diagnostic film reading examination, set up a discussion area for difficult medical imaging diagnosis diseases, and continue education [13.14].
In the first experimental class, the teacher will introduce the basic operation of PACS. In each of the subsequent class, the teacher will first use the multimedia system to introduce the objectives of the experiment and propose the problems to be solved in the experiment. Students can access relevant pictures and knowledge in the PACS system or Internet and simulate clinical imaging report writing . Then, the teacher solves the students’ questions in the inspection and finally makes a summary. The original teaching mode has been changed, and the teaching effect has been improved. Such network teaching based on PACS provides conditions for teaching reform. The teachers ask questions before class, and the students consult materials and documents through the PACS system and the Internet to solve problems. Finally, a summary is prepared by the teachers .
In teaching, through a large number of actual cases of picture observation, typical clinical cases, and discussion of difficult cases, students can further deepen the understanding of the law of disease occurrence and development. Compared to the traditional teaching model of imaging diagnostics training course, the electronic film reading library teaching method saves time, space, manpower, and material resources. Students can directly access and store images on the Internet, which is conducive to understanding and reviewing the difficulties and key points in teaching and is conducive to students’ review, induction, and summary after class .
The advantages of this teaching method lie are the convenience of distance learning and the improvement of students’ self-study ability. In traditional teaching, we could not check the film which has been put into the film library after teaching. While the network teaching of PACS is connected with the campus network, students can log into the PACS system through the campus network in their spare time for autonomous learning. It provides a convenient way for students to preview before class and review after class, thereby improving their enthusiasm and ability of autonomous learning.
Digital acquisition, storage, management, transmission, and reproduction of image information is a new technology system with high technical content and practicality. It involves a wide range of aspects, including imaging medicine, digital image technology, computer-based communication, and software engineering. PACS system has been introduced in our hospital since 2010, which has shown strong advantages in clinical application. It also provides a new tool for the teaching of the medical imaging experiment course, and hence, is a good method to improve the level of imaging teaching experiment course and achieve a satisfactory teaching effect.
In addition to the correlation between medical imaging and the development of the disease, the focus is on the association between the development of imaging and the disease. With the widespread application of digital imaging equipment in modern medical imaging diagnosis, teaching and scientific research, medical imaging information technology is developing rapidly. Thus, in the teaching practice, we should integrate new knowledge and new trends of people and strengthen the students’ ability to acquire knowledge, use knowledge, think independently, analyze comprehensively, and find and solve problems. Taken together, the PACS system exerts marked changes to the teaching mode of medical imaging. The modern, information-based and humanized experimental teaching mode will be constantly improved under the support of PACS system in order to optimize the medical imaging teaching activities for the development of modern medical education.