TBL教学在骨外科临床实习教学中的应用研究
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摘要
目的探讨团队为基础的学习模式(team-based learning,TBL在骨外科实习中的应用效果,总结教学经验。方法对我院骨外科本科临床医学系实习生教学中试行TBL教学方法,并与传统的以授课为基础的教学模式(lecture-based learning,LBL)进行对比。当教学活动结束后,教师对两组学生进行理论知识和技能操作考试,通过填写问卷方法了解学生对教学模式的感受以及收集反馈意见,最后教师根据自身体会对两组学生的学习效果和临床应对能力进行评估、总结。结果 TBL教学法和LBL教学法学生的理论考试成绩分别为(55.8±3.2)分和(52.4±3.5)分,操作考试成绩分别为(36.5±1.6)分和(35.4±1.7)分,最后得出的总分分别为(92.3±3.8)分和(87.7±4.4)分,三组数据差异有统计学意义(P <0.05)。TBL教学法的满意率为92%,高于LBL教学法的76%,两组差异有统计学意义(P <0.05)。结论TBL教学法在学习的主动性、理论的理解性、操作的掌握性等方面均优于LBL教学法,有利于培养学生的自主学习能力和团队合作精神,促进学生临床思维的建立和加深技能操作的掌握。但TBL教学法也存在占用学生较多精力、影响他科实习时间、对教师综合素质要求高等不利因素。TBL教学法需要继续探索并不断总结经验,持续改进,以期获得更好效果。
Objective To explore the application effect of team-based learning(TBL) teaching method in orthopedics practice and summarize the teaching experience. Methods The TBL was used in the internship of the department of orthopaedic surgery in our hospital, and compared with the traditional teaching-based teaching model of lecture-based learning(LBL). After the end of the teaching activities, the theoretical knowledge and skills of the two groups of students were tested by the teachers. By filling in questionnaires, students' perception of the teaching model and their feedback were obtained. Finally, the learning effect and clinical coping ability of the two groups of students according to their own experience were evaluated and summarized by teachers. Results The theoretical test scores of students in TBL and LBL teaching methods were(55.8±3.2) and(52.4±3.5) respectively, and the operation test scores were(36.5±1.6) and(35.4±1.7), respectively. The total scores were(92.3±3.8) and(87.7±4.4),respectively, the differences were statistically significant(P < 0.05). The satisfaction rate of TBL teaching method was 92%, which was much higher than 76% of LBL teaching method, the differences were statistically significant(P < 0.05). Conclusion The TBL teaching method is superior to the LBL teaching method in terms of learning initiative, theoretical comprehension, and operational mastery. It is conducive to cultivating students' independent learning ability and teamwork spirit, promoting students' clinical thinking and deepening skill operation. However, the TBL teaching method also has disadvantages such as occupying more energy, affects the internship time, and has high requirements for the comprehensive quality of teachers. TBL teaching methods need more exploration, experiences, and continuous improvement in order to achieve better results.
Objective To explore the application effect of team-based learning(TBL) teaching method in orthopedics practice and summarize the teaching experience. Methods The TBL was used in the internship of the department of orthopaedic surgery in our hospital, and compared with the traditional teaching-based teaching model of lecture-based learning(LBL). After the end of the teaching activities, the theoretical knowledge and skills of the two groups of students were tested by the teachers. By filling in questionnaires, students' perception of the teaching model and their feedback were obtained. Finally, the learning effect and clinical coping ability of the two groups of students according to their own experience were evaluated and summarized by teachers. Results The theoretical test scores of students in TBL and LBL teaching methods were(55.8±3.2) and(52.4±3.5) respectively, and the operation test scores were(36.5±1.6) and(35.4±1.7), respectively. The total scores were(92.3±3.8) and(87.7±4.4),respectively, the differences were statistically significant(P < 0.05). The satisfaction rate of TBL teaching method was 92%, which was much higher than 76% of LBL teaching method, the differences were statistically significant(P < 0.05). Conclusion The TBL teaching method is superior to the LBL teaching method in terms of learning initiative, theoretical comprehension, and operational mastery. It is conducive to cultivating students' independent learning ability and teamwork spirit, promoting students' clinical thinking and deepening skill operation. However, the TBL teaching method also has disadvantages such as occupying more energy, affects the internship time, and has high requirements for the comprehensive quality of teachers. TBL teaching methods need more exploration, experiences, and continuous improvement in order to achieve better results.
引文
[1]卢景宁,杨红,彭民浩,等.TBL教学模式在肝胆外科专业人才体系培养中的探索与实践[J].中国高等医学教育,2014(9):98-99.
[2]罗波,段素群,毛樱逾,等.TBL教学改革在医学检验专业中的实施效果分析[J].现代预防医学,2014,41(18):3455-3456.
[3]赵亚利,郭爱民,刘小平,等.LBL+TBL双轨模式教学法在全科医学概论课程中的应用效果研究[J].中国全科医学,2015,18(4):436-438.
[4]刘斌钰,刘斌焰,邢雁霞,等.TBL教学模式的应用研究[J].教育理论与实践,2015,35(21):46-47.
[5]孙唯珺,张华春.TBL教学模式在临床骨科护理教学中的应用[J].齐鲁护理杂志,2015,21(10):43-44.
[6]郭志祥,葛圣林.以团队为基础的责任制带教模式在心脏外科临床实习教学中的应用[J].现代医药卫生,2017,33(6):932-934.
[7]项俊之,季诚,许彬,等.TBL教学法对护生学习效果影响的系统评价[J].现代预防医学,2017,44(3):571-576.
[8]黄晶晶,黄鸿娜,毛德文,等.TBL教学法在中医学肝病临床见习中的应用探索[J].时珍国医国药,2015,26(2):482-484.
[9]张清伟,宋佳玉,王锋,等.CP结合TBL教学在妇产科学临床实习教学中的应用体会[J].重庆医学,2016,45(8):1133.
[10]梁冬梅,李春海,罗兴喜,等.TBL教学法在外科见习教学中的应用[J].中国高等医学教育,2014(5):98-99.
[11]SEYEDEH TAHEREH FAEZI,KAMRAN MORADI,ALIGHAFAR RAHIMI AMIN,et al.The effects of team-based learning on learning outcomes in a course of rheumatology[J].Adv Med Educ Prof,2018,6(1):22-30.
[12]张琪,王淑珍,张晋昕,等.TBL教学模式在医学统计学教学中的探索[J].中国卫生统计,2015,32(6):1085-1086,1090.
[13]冯大鹏,李正维,李迎霞.骨科实习中TBL教学结合案例教学的实践研究[J].中国继续医学教育,2018,10(32):20-21.
[14]曾德建,沙丽艳,刘颖,等.TBL教学模式学生评价量表的汉化及信效度检测[J].重庆医学,2016,45(21):3010-3012.
[2]罗波,段素群,毛樱逾,等.TBL教学改革在医学检验专业中的实施效果分析[J].现代预防医学,2014,41(18):3455-3456.
[3]赵亚利,郭爱民,刘小平,等.LBL+TBL双轨模式教学法在全科医学概论课程中的应用效果研究[J].中国全科医学,2015,18(4):436-438.
[4]刘斌钰,刘斌焰,邢雁霞,等.TBL教学模式的应用研究[J].教育理论与实践,2015,35(21):46-47.
[5]孙唯珺,张华春.TBL教学模式在临床骨科护理教学中的应用[J].齐鲁护理杂志,2015,21(10):43-44.
[6]郭志祥,葛圣林.以团队为基础的责任制带教模式在心脏外科临床实习教学中的应用[J].现代医药卫生,2017,33(6):932-934.
[7]项俊之,季诚,许彬,等.TBL教学法对护生学习效果影响的系统评价[J].现代预防医学,2017,44(3):571-576.
[8]黄晶晶,黄鸿娜,毛德文,等.TBL教学法在中医学肝病临床见习中的应用探索[J].时珍国医国药,2015,26(2):482-484.
[9]张清伟,宋佳玉,王锋,等.CP结合TBL教学在妇产科学临床实习教学中的应用体会[J].重庆医学,2016,45(8):1133.
[10]梁冬梅,李春海,罗兴喜,等.TBL教学法在外科见习教学中的应用[J].中国高等医学教育,2014(5):98-99.
[11]SEYEDEH TAHEREH FAEZI,KAMRAN MORADI,ALIGHAFAR RAHIMI AMIN,et al.The effects of team-based learning on learning outcomes in a course of rheumatology[J].Adv Med Educ Prof,2018,6(1):22-30.
[12]张琪,王淑珍,张晋昕,等.TBL教学模式在医学统计学教学中的探索[J].中国卫生统计,2015,32(6):1085-1086,1090.
[13]冯大鹏,李正维,李迎霞.骨科实习中TBL教学结合案例教学的实践研究[J].中国继续医学教育,2018,10(32):20-21.
[14]曾德建,沙丽艳,刘颖,等.TBL教学模式学生评价量表的汉化及信效度检测[J].重庆医学,2016,45(21):3010-3012.