CES  >> Vol. 4 No. 2 (May 2016)

    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

  • 全文下载: PDF(319KB) HTML   XML   PP.51-54   DOI: 10.12677/CES.2016.42009  
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作者:  

季 燕,李玉生,王莉梅,刘新静:郑州大学第一附属医院神经内科,河南 郑州

关键词:
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

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 < 0.05),共发放并收回合格理论知识考核试卷271份,统计学分析显示TBL组平均分 > PBL组平均分 > 对照组平均分(P < 0.05),TBL组最高分 > 对照组最高分(P < 0.05)。结论:TBL教学模式和PBL教学模式发挥的教学效果均优于传统教学模式,且TBL教学模式优于PBL教学模式。医学生对TBL教学模式的接受度较高,TBL教学模式是值得推广的一种教学模式。

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 < 0.05). The qualified test papers were 271, the statistical analysis showed that students in the TBL teaching method group and the PBL teaching method group had higher average score (P < 0.05) and top score(P < 0.05), especially in TBL group (P < 0.05). Conclusion: The effect of TBL teaching method and PBL teaching method are better than that of traditional multimedia teaching, and TBL teaching method is better than PBL teaching method. And medical students give a high acceptability to TBL teaching method and PBL teaching method, especially TBL teaching method, so TBL teaching method should be popularized.

文章引用:
季燕, 李玉生, 王莉梅, 刘新静. TBL教学模式在神经病学教学中的应用探讨[J]. 创新教育研究, 2016, 4(2): 51-54. http://dx.doi.org/10.12677/CES.2016.42009

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