标题:
TBL教学模式在神经病学教学中的应用探讨Application Analysis of the Team-Based Learning Method in Neurology Teaching
作者:
季燕, 李玉生, 王莉梅, 刘新静
关键字:
基于团队学习, 基于问题学习, 传统多媒体教学, 神经病学Team-Based Learning, Problem-Based Learning, Traditional Multimedia Teaching, Neurology
期刊名称:
《Creative Education Studies》, Vol.4 No.2, 2016-05-24
摘要:
目的：探讨基于团队学习(Team-Based Learning, TBL)和基于问题学习(Problem-Based Learning, PBL)教学在医学生神经病学教学中的应用。方法：选取2015年9月至2016年1月期间学习的郑州大学医学院七年制临床医学专业278名学生，作为研究对象进行小范围教学试点实验。将278名学生随机分为三组(TBL组、PBL组、对照组)，TBL组使用TBL教学授课，PBL组使用PBL教学授课，对照组使用传统多媒体授课法，学期结束对278名学生进行教学问卷调查和神经病学科理论知识考核，比较各组的教学效果。结果：课题组共发放并收回合格调查问卷253份，统计学分析显示问卷中在“提高学习的兴趣度、加深对理论知识的理解、提高分析问题和协作能力”等项目上，TBL组评分 > PBL组评分 > 对照组评分(P PBL组平均分 > 对照组平均分(P 对照组最高分(P
Objective: To analyze the effect of Team-Based Learning (TBL) and Problem-Based Learning (PBL) methods on medical students’ neurology teaching. Methods: 278 seven-year program students majoring in clinical medicine in the medical college of Zhengzhou University were recruited as the subjects of small-scale experiment teaching from Sep. 2015 to Jan. 2016. All students were randomly distributed into three groups, which were TBL teaching method group, PBL teaching method group and control group with traditional multimedia teaching. At the end of semester we asked them to do a questionnaire survey and assessment of the theoretical knowledge to compare teaching effects. Results: The qualified questionnaires were 253, the statistical analysis showed that the TBL teaching method and the PBL teaching method had inspired student’s learning interest, deepened their understanding of theoretical knowledge and increased their ability of problem-solving and cooperation, especially the TBL teaching method (P