基于TBL的案例教学整合人文教育在免疫学教学中的探索性研究
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摘要
目的通过TBL的案例教学模式,探索更适合提高医学生人文素质的最佳途径。方法 435名临床医学学生随机分为对照组与TBL组,对照组216名。应用传统教学方法。实验组219名,5～7人/组,采用TBL案例教学模式。通过期末笔试(60%)与平时成绩(40%)进行评价。结果两组学生平时成绩具有显著性差异。期末试卷成绩、及总成绩无显著性差异(P>0.05);实验组不及格率低于对照组,优秀率高于对照组;学习态度、文献搜集上两组比较无差异;实验组在交流表达、团队合作、分析解决问题、案例分析方面优于对照组(P<0.05)。结论 TBL教学模式明显增强学生之间的交流、与教师之间的交流,培养了学生的合作能力、表达能力,TBL教学模式效果高于传统模式。
Objective To explore a better way to improve the humanistic quality of medical students through the TBL-case teaching. Methods 435 students were randomly divided into the control group and TBL group. 216 students in the control group used the traditional teaching, and 219 as the experimental group using TBL-case teaching with 5～7 persons/group. The final evaluation included both the examination(60 %) and the usual score(40 %). Result The usual score in two groups had significant difference, but the final examination and total scores had no significant difference; Compared with the control group, the TBL group had a lower failure rate and a higher excellent rate. The ability of communication, collaboration, analyze and solve the problems in the TBL group was better than the control group. Conclusion The mode of TBL-case teaching significantly enhance the ability of communication, cooperation and expression, and the effect is higher than that of traditional mode.
Objective To explore a better way to improve the humanistic quality of medical students through the TBL-case teaching. Methods 435 students were randomly divided into the control group and TBL group. 216 students in the control group used the traditional teaching, and 219 as the experimental group using TBL-case teaching with 5～7 persons/group. The final evaluation included both the examination(60 %) and the usual score(40 %). Result The usual score in two groups had significant difference, but the final examination and total scores had no significant difference; Compared with the control group, the TBL group had a lower failure rate and a higher excellent rate. The ability of communication, collaboration, analyze and solve the problems in the TBL group was better than the control group. Conclusion The mode of TBL-case teaching significantly enhance the ability of communication, cooperation and expression, and the effect is higher than that of traditional mode.
引文
[1]刘平,任欢,赵光,等浅谈教师在免疫学TBL教学中的作用[J].赤子,2016(8):63.
[2]王建杰,罗文哲,王茉琳,等.医学免疫学中开展人文教育的思考及探索[J].高等教育教学研究,2012.2:72-73.
[3]王建杰,罗文哲,董航,等.人文素质教育与医学免疫学专业教育的整合[J].现代生物医学进展,2014,14(9):1756-1759.
[4]单颖,张佩.TBL教学法在研究生临床免疫学理论教学中的应用探索[J].中国免疫学杂志,2015,31(3):408-9.
[5]张伟,于占江,金立,等.TBL教学结合案例教学及人文教育在内科学临床教学中的应用研究[J].齐齐哈尔医学院学报.2014,35(16):2457-8.
[6]谭红梅,庄晓东,那晓东,等.病理生理学基础结合临床CBL+PBL+TBL教学模式探讨[J].基础医学教育,2017,19(6):408-410.
[7]赵磊,徐双,贾玫,等.CBL联合LBL教学模式在临床医学八年制实验诊断学教学中的应用[J].中国高等医学教育,2016(2):119-120.
[8]李天发,姚远,王军,等.CBL,PBL与TBL整合教学法在心血管内科学中的实践[J].海南大学学报(自然科学版),2013,31(1):83-87.
[2]王建杰,罗文哲,王茉琳,等.医学免疫学中开展人文教育的思考及探索[J].高等教育教学研究,2012.2:72-73.
[3]王建杰,罗文哲,董航,等.人文素质教育与医学免疫学专业教育的整合[J].现代生物医学进展,2014,14(9):1756-1759.
[4]单颖,张佩.TBL教学法在研究生临床免疫学理论教学中的应用探索[J].中国免疫学杂志,2015,31(3):408-9.
[5]张伟,于占江,金立,等.TBL教学结合案例教学及人文教育在内科学临床教学中的应用研究[J].齐齐哈尔医学院学报.2014,35(16):2457-8.
[6]谭红梅,庄晓东,那晓东,等.病理生理学基础结合临床CBL+PBL+TBL教学模式探讨[J].基础医学教育,2017,19(6):408-410.
[7]赵磊,徐双,贾玫,等.CBL联合LBL教学模式在临床医学八年制实验诊断学教学中的应用[J].中国高等医学教育,2016(2):119-120.
[8]李天发,姚远,王军,等.CBL,PBL与TBL整合教学法在心血管内科学中的实践[J].海南大学学报(自然科学版),2013,31(1):83-87.