PBL与TBL组合式竞赛在全国眼科学研究生论坛中的实践
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摘要
目的本研究提出了问题式学习(PBL)与团队合作学习(TBL)组合式竞赛(PTIC)的概念,并探究其在全国眼科学研究生论坛中的可行性及研究生对该模型的态度。方法以第七届全国眼科学研究生论坛为平台,将参加论坛的研究生分为参赛组和观众组,运用李克特量表评估PTIC模式的效果。结果参赛组以及观众组均对该竞赛模式高度评价。结论 PTIC的成功举办提高了参与者的学习兴趣和能力,培养了研究生的团队意识和创新思维。该模型有待进一步完善,为今后医学学科竞赛提供了可参考的竞赛模型。
Objective This study raised the concept of problem-based learning(PBL) and team-based learning(TBL) integrated competition(PTIC),examined the impact of this competitive model in the Chinese ophthalmology graduate students forum and evaluated students' attitude towards this competitive model.Methods The PTIC was applied for the 7th annual ophthalmology graduate student forum,evaluated by Likert scale.The graduate students were divided into the participants and the audience.Results The result shows that both the participants and the audience hold a positive attitude towards PTIC model.Conclusion The successful application of PTIC model improved participants' learning interest and ability,developed their teamwork consciousness as well as nurtured graduate students with innovative thinking.This model should be further optimized and is worthy of being promoted in further medical competition.
Objective This study raised the concept of problem-based learning(PBL) and team-based learning(TBL) integrated competition(PTIC),examined the impact of this competitive model in the Chinese ophthalmology graduate students forum and evaluated students' attitude towards this competitive model.Methods The PTIC was applied for the 7th annual ophthalmology graduate student forum,evaluated by Likert scale.The graduate students were divided into the participants and the audience.Results The result shows that both the participants and the audience hold a positive attitude towards PTIC model.Conclusion The successful application of PTIC model improved participants' learning interest and ability,developed their teamwork consciousness as well as nurtured graduate students with innovative thinking.This model should be further optimized and is worthy of being promoted in further medical competition.
引文
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[2]马少华,应志国.PBL、TBL、CBE三种教学方法的比较研究[J].中国高等医学教育,2012(10):109-110.
[3]李月霞,周国军,刘立云,等.情景教学法结合PBL教学法在院前急救教学中的应用[J].高校医学教学研究(电子版),2017,7(1):36-40.
[4]王艳芳,赵继军,常江.PBL结合TBL教学法在医学免疫学实验教学中的应用[J].高校医学教学研究(电子版),2016,6(1):28-31.
[5]李荣梅,谢敬东,吴敏范,等.TBL教学法在生理学教学中对学生自主学习能力影响的研究[J].高校医学教学研究(电子版),2012,2(2):16-18.
[6]牛巧丽,努尔比亚木·麦麦提依明,赵今.应用PBL和TBL的多元化循证教学模式探讨牙体牙髓病学教学效果的研究[J].继续医学教育,2013,27(12):69-71.
[7]曲林林,胡骁,吕亚青.PBL、TBL联合教学法在MBBS留学生外科学教学中的初步探讨[J].中国高等医学教育,2016(1):44-45.
[8]徐红艳,武星,曹丽华.PBL联合TBL教学法在涉核疗养健康教育中的应用及效果评价[J].实用医药杂志,2016,33(8):729-730.
[9]李轶,赵守琴.PBL结合TBL教学模式在耳鼻咽喉科研究生临床带教的体会[J].中国耳鼻咽喉头颈外科,2016,23(9):553-554.
[10]亓莱滨.李克特量表的统计学分析与模糊综合评判[J].山东科学,2006(2):18-23,28.
[11]B?SNER S,PICKERT J,STIBANE T.Teaching differential diagnosis in primary care using an inverted classroom approach:student satisfaction and gain in skills and knowledge[J].BMC Med Educ,2015(15):63.
[12]WIENER H,PLASS H,MARZ R.Team-based learning in intensive course format for first-year medical students[J].Croat Med J,2009,50(1):69-76.
[13]陈盼碧,杨孝芳,王兴桂,等.“开题式教学法”在针推专业学生申报大学生创新性实验项目中的设计与应用[J].上海针灸杂志,2015,34(5):480-482.
[2]马少华,应志国.PBL、TBL、CBE三种教学方法的比较研究[J].中国高等医学教育,2012(10):109-110.
[3]李月霞,周国军,刘立云,等.情景教学法结合PBL教学法在院前急救教学中的应用[J].高校医学教学研究(电子版),2017,7(1):36-40.
[4]王艳芳,赵继军,常江.PBL结合TBL教学法在医学免疫学实验教学中的应用[J].高校医学教学研究(电子版),2016,6(1):28-31.
[5]李荣梅,谢敬东,吴敏范,等.TBL教学法在生理学教学中对学生自主学习能力影响的研究[J].高校医学教学研究(电子版),2012,2(2):16-18.
[6]牛巧丽,努尔比亚木·麦麦提依明,赵今.应用PBL和TBL的多元化循证教学模式探讨牙体牙髓病学教学效果的研究[J].继续医学教育,2013,27(12):69-71.
[7]曲林林,胡骁,吕亚青.PBL、TBL联合教学法在MBBS留学生外科学教学中的初步探讨[J].中国高等医学教育,2016(1):44-45.
[8]徐红艳,武星,曹丽华.PBL联合TBL教学法在涉核疗养健康教育中的应用及效果评价[J].实用医药杂志,2016,33(8):729-730.
[9]李轶,赵守琴.PBL结合TBL教学模式在耳鼻咽喉科研究生临床带教的体会[J].中国耳鼻咽喉头颈外科,2016,23(9):553-554.
[10]亓莱滨.李克特量表的统计学分析与模糊综合评判[J].山东科学,2006(2):18-23,28.
[11]B?SNER S,PICKERT J,STIBANE T.Teaching differential diagnosis in primary care using an inverted classroom approach:student satisfaction and gain in skills and knowledge[J].BMC Med Educ,2015(15):63.
[12]WIENER H,PLASS H,MARZ R.Team-based learning in intensive course format for first-year medical students[J].Croat Med J,2009,50(1):69-76.
[13]陈盼碧,杨孝芳,王兴桂,等.“开题式教学法”在针推专业学生申报大学生创新性实验项目中的设计与应用[J].上海针灸杂志,2015,34(5):480-482.