PBL + CBL + TBL混合式教学在流行病学教学研究中的应用进展

Progress in the Application of PBL + CBL + TBL Blended Teaching in Epidemiology Teaching Research

摘要: 针对流行病学传统讲授式教学重理论轻实践、重个体、轻协作的弊端，以成果导向教育(OBE)理念为核心，系统梳理基于问题学习(PBL)、基于案例学习(CBL)、以团队为基础的教学(TBL)三种单一教学法的应用成效与局限，聚焦三者混合式教学的融合路径、应用效果及现存问题，提出针对性改进策略与推广方向。研究表明，该混合式教学模式集问题导向、案例支撑与团队协作为一体，契合流行病学学科特点，可显著提升学生自主学习、问题解决及团队协作能力，适配新时代医学人才培养目标。当前应用中仍面临师资能力不足、流程不规范、考核体系不完善等问题，需通过强化师资建设、规范教学流程、构建多元考核体系等优化完善。本文通过梳理领域内既往研究成果，结合笔者团队教学实践经验，为流行病学教学改革提供参考。

Abstract: To address the shortcomings of traditional lecture-based teaching in epidemiology, which often overemphasizes theory at the expense of practice and individual learning over collaboration, this study adopts an Outcome-Based Education (OBE) framework, it systematically reviews the application, effectiveness, and limitations of three standalone teaching methods, Problem-Based Learning (PBL), Case-Based Learning (CBL), and Team-Based Learning (TBL). The focus then shifts to the integrated PBL + CBL + TBL blended teaching, analyzing its implementation pathways, application outcomes, and existing challenges. Corresponding improvement strategies and future directions are proposed. Evidence suggests that this blended model, which combines problem orientation, case support, and team collaboration, aligns well with the features of epidemiology education. It can significantly enhance students’ self-directed learning, problem-solving, and teamwork competencies, thereby supporting the cultivation of medical professionals in the new era. However, current applications still face issues such as inadequate faculty training, non-standardized implementation processes, and imperfect assessment systems. Addressing these requires strengthening faculty development, standardizing teaching procedures, and establishing diversified evaluation frameworks. By synthesizing existing literature and incorporating the teaching practices of the authors’ team, this study aims to provide insights and references for reforming epidemiology education.