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目的:探讨多模块数字化影像解剖学课程实践教学和考核平台(以下简称平台)的应用效果。方法:本研究采用试验对照方法。于2018年9月至2020年1月，选择天津医科大学2017级五年制医学影像学专业(以下简称影诊专业)和四年制医学影像技术专业(以下简称影技专业)共91名学生为试验组，2016级影诊专业和影技专业共90名学生为对照组。试验组采用平台进行教学(包括数字化理论教学、实践教学、课外拓展云课堂、考核系统4个模块)，对照组采用传统教学方式。教学结束后比较两组学生的理论、实践和平时成绩，并对两组学生进行课程满意度调查。结果:试验组学生的理论、实践和平时成绩[影诊专业(80.36±8.43)分、(79.18±8.26)分、(83.77±5.38)分，影技专业(79.10±7.91)分、(80.31±8.32)分、(84.41±5.85)分]均高于对照组学生[影诊专业(77.19±7.55)分、(75.18±6.71)分、(81.75±5.57)分，影技专业(74.17±9.27)分、(74.03±6.81)分、(80.73±5.50)分]，均n P<0.05。2个专业试验组学生对课程的满意度也较高于照组学生，影诊专业试验组学生和对照组学生满意度总分为(82.11±4.09)分比(78.98±1.96)分，影技专业试验组学生和对照组学生满意度总分为(84.31±2.35)分比(79.17±3.16)分，均n P<0.01。n 结论:实践教学和考核平台的应用效果较好，有助于培养学生的医学影像思维，提高学生的影像综合能力。“,”Objective:To report the application of a practice teaching and assessment platform in the education of medical imaging anatomy with a multi-module and digital technology.Methods:Experimental control method was used in this study. A total of 91 undergraduates of medical imaging and medical imaging technology in grade 2017 were selected as the experimental group and 90 undergraduates of medical imaging and medical imaging technology in grade 2016 were selected as the control group. The experimental group was educated with a platform (containing the digital theory teaching, practice teaching, 'cloud’ classroom and assessment modules), while the control group used traditional teaching methods. Students' examination scores of theory, practice and routine performance were compared. and subjective satisfaction to the course by students were evaluated.Results:Examination scores of theory course[undergraduates of medical imaging (80.36±8.43), undergraduates of medical imaging technology (79.10±7.91)], practice course [undergraduates of medical imaging (79.18±8.26), undergraduates of medical imaging technology (80.31±8.32)] and routine performance[undergraduates of medical imaging (83.77±5.38), undergraduates of medical imaging technology (84.41±5.85)] of the experimental group were significantly higher as, compared to the control group[undergraduates of medical imaging (77.19±7.55), (75.18±6.71), (81.75±5.57), undergraduates of medical imaging technology (74.17±9.27), (74.03±6.81), (80.73±5.50), alln P<0.05]. Satisfaction rate to the course in experimental group significantly higher than that of the control group, medical imaging [(82.11±4.09)vs.(78.98±1.96)], medical imaging technology[(84.31±2.35)vs.(79.17±3.16)], alln P<0.05.n Conclusions:The multi-module digital medical imaging anatomy practice teaching and assessment platform is helpful to cultivate students' medical imaging pattern of thought, and to develop a comprehensive capacity of medical imaging and to evaluate the learning outcomes comprehensively, so this plateform and technology package concerned have a broad application prospect.