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目的:探讨案例教学（case-based learning，CBL）在非影像临床专业型研究生磁共振（magnetic resonance imaging，MRI）教学中的应用效果。方法:连续选取2017—2019年进入临床规培的应届非影像临床专业研究生80人为研究对象；根据随机数字表法分为两组，实验组采用CBL，对照组采用传统教学模式。待结束放射科的规培后，比较两组学生的阅片成绩、理论成绩及课程评价差异。采用SPSS 25.0统计学软件进行分析，符合正态分布的计量资料采用独立样本n t检验，偏态分布的计量资料采用Mann-Whitney n U检验，计数资料采用卡方检验。n 结果:在MRI的阅片成绩中，实验组与对照组的阅片成绩分别为（82.53±5.72）分、（77.38±6.14）分，且实验组中阅片成绩处于80～100分段的学生人数较对照组高63.6%，两组差异有统计学意义（n P0.05）。此外，在课程评价上，除了学习负担这个指标外，其余指标实验组与对照组差异均有统计学意义（n P<0.05）。n 结论:在MRI教学中，CBL的应用有助于非影像临床专业型研究生提高MRI影像诊断思维及独立阅片能力。“,”Objective:To explore the application effect of case-based learning (CBL) in teaching magnetic resonance imaging (MRI) for non-imaging clinical professional postgraduates.Methods:Eighty non-imaging clinical professional postgraduates who had standardized residency training from 2017 to 2019 were selected as the participants and were randomly divided into two groups, experimental group and control group. The experimental group adopted CBL, and the control group adopted traditional teaching mode. After the standardized training in the radiology department, the differences in image reading scores, theoretical scores and course evaluation were compared between the two groups. SPSS 25.0 statistical software was used for analysis. Independent n t test was used for the measurement data of normal distribution, Mann-Whitney n U test was used for the measurement data of skewed distribution, and categorical variables were compared by chi-square test.n Results:In the reading scores of MRI, the scores of the experimental group and the control group were (82.53 ± 5.72) points and (77.38 ± 6.14) points respectively, and the number of students in the experimental group whose reading scores were between 80-100 segment was 63.6% higher than that in the control group, with significant differences between the two groups (n P 0.05). In addition, in the course evaluation, except for the index of learning burden, there were significant differences in other indexes between the experimental group and the control group ( n P < 0.05).n Conclusion:In the teaching of MRI, the application of the CBL helps non-imaging clinical professional postgraduates improve their MRI diagnostic thinking and independent reading ability.