摘要
目的:探讨TBL教学法在胸外科实习教学中的应用价值。方法:将40名五年制学生随机分为TBL组和LBL组,分别采用TBL和LBL教学方法进行胸外科临床实习教学,实习结束出科时采用理论考试和操作考核的方法,进行教学评估。结果:TBL组学生理论考试平均成绩为88.6±2.5分,LBL组学生理论考试平均成绩为83.2±3.6分,TBL组理论成绩优于LBL组,差异有统计学意义。TBL组学生操作考核平均成绩为90.0±3.0分,LBL组学生操作考核平均成绩为85.0±4.0分,TBL组操作考核成绩优于LBL组,差异有统计学意义。结论:TBL教学模式较传统方法明显增加了学生的学习动力、团队协作能力,有助于培养学生临床思维,更适合胸外科临床实习教学。
Objective： To investigate the applicable value of team-based learning（TBL） in thoracic surgical clinical education.Methods： The 40 students were randomly divided into two groups. The different teaching methods were applied in the two groups respectively. The group with TBL method was used as TBL group, and the group with lecture-based learning（LBL） method was used as LBL group. Student learning was assessed through post-test and clinical skills examination. Results： The average scores of post-test in TBL group and LBL group were 88.6±2.5 and 83.2±3.6 respectively. The average scores of clinical skills examination in TBL group and LBL group were 90.0±3.0 and 85.0±4.0 respectively. In terms of theoretical and practical learning, the TBL is more effective than LBL. Conclusions： TBL modules might be an effective method to improve the clinical practice quality of teaching in thoracic surgery.
出处
《现代生物医学进展》
CAS
2014年第22期4366-4368,共3页
Progress in Modern Biomedicine
基金
陕西省科学技术研究发展计划项目(2012K13-01-03)
