目的：在解剖学课程中引入基于案例的放射学图像可以增加学生对解剖学的理解，同时能够熟练掌握放射解剖学知识的应用，从而提升解剖学课程学习兴趣，而不是增加学习难度。方法:在解剖学课程中引入基于病例的X线、CT和MRI等放射影像。选取100名学生通过80道选择题形式进行测评，题目基于是否有放射图像病例进行分类，然后根据难度指数和辨别指数对两组试题的项目分析进行比较。另外使用5分Likert量表的问卷评估学生对解剖学中引入基于病例放射图像的满意度。结果:两组学生测试题比较表现相似。通过对两组选择题的题目分析，在解剖教学中整合了放射图像，两组试题难度指数和辨别指数无明显统计学差异。同时，超过80%的学生认为基于病例的放射图像有助于更好的掌握解剖知识，更好的应用于临床。结论:解剖结构识别与临床应用在医学本科教学中至关重要。在教授解剖学时，引入基于病例的放射图像对学生理解、记忆和应用有很大帮助。同时，并不会因此而增加该学科的学习难度。

Objective: The introduction of radiological images based on cases in anatomy courses can increase students' understanding of anatomy, and at the same time, they can master the application of radiological anatomy knowledge, so as to enhance their interest in learning anatomy courses, rather than increasing the learning difficulty Methods: Case-based radiography such as X-ray, CT and MRI were introduced into the course of anatomy. A total of 100 students were tested with 80 multiple-choice questions. The questions were classified based on the presence or absence of radiographic cases. A 5-point Likert scale was also used to assess student satisfaction with the introduction of case-based radiography into anatomy. Results: Both groups performed similarly on the test questions. Through the analysis of the two groups of multiple choice questions and the integration of radiation images in anatomy teaching, there was no significant difference in the difficulty index and discrimination index between the two groups. At the same time, more than 80% of the students believed that radiographic imaging based on the case is helpful to better grasp the anatomical knowledge and better clinical application Conclusion: The recognition and clinical application of anatomical structure is very important in medical undergraduate teaching. When teaching anatomy, the introduction of case-based radiography is of great help to students' understanding, memory and application. At the same time, it does not increase the difficulty of learning the subject.

内蒙古自治区教育科学研究“十四五”规化课题项目(NGJGH2021352)；内蒙古目治区高等学校青年科技人才发展计划(WYT22023)。