摘要
目的探讨以团队为基础的教学法(team-based learning,TBL)、以案例为基础的教学法(case-based learning,CBL)和以问题为基础的教学法(problem-based learning,PBL)整合教学法在八年制临床启蒙见习中的应用效果。方法选取2021年9月至2023年6月在华中科技大学同济医学院附属同济医院进行临床启蒙见习的2019级和2020级八年制学生共96名作为研究对象,随机分为2组,其中46名为对照组,采用传统授课教学法;50名为试验组,采用TBL、CBL和PBL整合教学法。通过出科考试成绩和调查问卷评价教学效果及教学满意度。结果试验组学生的理论知识成绩[(86.40±5.35)分vs.(83.37±6.50)分]、实践技能成绩[(84.12±11.29)分vs.(79.20±9.84)分]高于对照组,差异有统计学意义(P<0.05);调查问卷结果显示试验组学生在教学满意度(44名vs.30名)、兴趣激发(40名vs.26名)、思维提升(43名vs.23名)、沟通进步(46名vs.31名)方面均优于对照组,差异有统计学意义(P<0.05)。结论与传统授课教学法相比,TBL、CBL和PBL整合教学法有助于八年制学生在临床启蒙见习过程中掌握医学知识,了解临床工作模式,激发学生学习兴趣。
Objective To explore the effect of team-based learning(TBL),case-based learning(CBL)and problem-based learning(PBL)integrated teaching method in eight-year clinical initiation probation.Methods A total of 96 eight-year students in grade 2019 and grade 2020 who were enrolled as clinical intern in Tongji Hospital,Tongji Medical College of Huazhong University of Science and Technology from September 2021 to June 2023 were selected as the research objects and randomly divided into 2 groups,46 of which were control groups.Traditional teaching teaching method was adopted.50 subjects were selected as the experimental group,which adopted TBL,CBL and PBL integrated teaching method.The teaching effect and teaching satisfaction were evaluated by examination results and questionnaire.Results The theoretical knowledge scores[(86.40±5.35)points vs.(83.37±6.50)points]and practical skills scores[(84.12±11.29)points vs.(79.20±9.84)points]of the experimental group were higher than those of the control group,and the differences were statistically significant(P<0.05).The results of the questionnaire showed that the experimental group was superior to the control group in terms of teaching satisfaction(44 vs.30),interest stimulation(40 vs.26),thinking improvement(43 vs.23)and communication progress(46 vs.31),the differences were statistically significant(P<0.05).Conclusion Compared with traditional teaching method,TBL,CBL and PBL integrated teaching method can help eight-year students to master medical knowledge,understand clinical work mode and stimulate students'learning interest in the process of clinical initiation.
作者
廖星凯
周迟
LIAO Xingkai;ZHOU Chi(Department of Cardiology,Tongji Hospital,Tongji Medical College of Huazhong University of Science and Technology,Wuhan Hubei 430030,China)
出处
《继续医学教育》
2024年第9期50-53,共4页
Continuing Medical Education
