摘要
目的探索以团队为基础学习（team—basedlearning，TBL）教学方法在预防医学教学中的实用性和可行性并对其教学效果进行评价，以促进预防医学教学改革，同时为其他学科的教学改革提供参考。方法采用整群抽样方法，选择厦门医学高等专科学校同年级护理专业2个班学生、口腔医学专业2个班学生作为教学对象，其中相同专业的各1个班分别作为实验班和对照班，在预防医学教学中分别采用TBL教学方法和传统的讲授式（1ecture—basedlearning，LBL）教学方法。对两种教学方法的教学效果进行定量分析与比较；同时，对实验班学生进行问卷调查，就TBL教学方法的实施效果进行定性分析。结果2个专业的实验班和对照班终结性考核成绩经t检验分析，其差异均有统计学意义（护理专业t=5．017，P〈0．01；口腔医学专业t=3．26，P〈0．01）；护理专业实验班和对照班学生知识竞赛成绩经配对t检验分析，其差异具有统计学意义（t=4．025，P〈0．05）；护理专业和口腔医学专业学生对TBL教学方法的定性评价经秩和检验分析，其差异具有统计学意义（z=-2．315，P〈0．05）。结论TBL教学方法对于预防医学教学具有实用性和可行性；TBL教学方法的教学效果明显优于LBL教学方法，具有推广意义。但是，不同专业学生对TBL教学方法的认可程度有所不同，TBL教学方法有待于进一步探索和完善。
Objective The thesis aims to explore the practicality and feasibility and evaluation of TBL （Team-based Learning） approach in the teaching of preventive medicine and to promote the teaching of preventive medicine as well as other subjects. Methods The methods taken is cluster sampling method, to select 2 classes of nursing majors and two classes of oral medical majors as objects of experimental studies classes. Two classes in the same major adopt different teaching methods in the teaching of preventive medicine, respectively TBL approach and the traditional LBL （lecture-based learning） approach, and to have analysis and comparison on the above two teaching methods. A questionnaire survey was also carried out for qualitative analysis. Results The results and analysis of two majors with TBL classes and LBL classes were statistically significant （nursing t = 5. 017, P〈0.01, stomatology t＇ = 3. 26, P〈0.01 ） , nursing TBL classes and LBL classes knowledge contest results by paired t tests and analysis, the difference was significant （ t = 4. 025, P 〈 0.05 ）, nursing and dental medicine students on TBL approach the qualitative assessment by the rank sum test analysis, the difference was statistically significant （Z =- 2. 315, P〈 0.05 ）. Conclusions TBL approach for the preventive medical teaching is practical and feasible; teaching effectiveness TBL approach is better than LBL approach, a popularization. However, acceptability of TBL approach for different students are at different degrees, TBL approach implementation model needs to be further explored and improved.
出处
《中华医学教育杂志》
2012年第2期245-247,共3页
Chinese Journal of Medical Education
基金
福建省教育科学“十一五”规划2010年度规划课题（FJ110-058）
厦门医学高等专科学校2010年教育科研课题（J2010-4）
关键词
以团队为基础学习
教学方法
教学改革
预防医学
效果评价
Team-based learning
Teaching method
Teaching innovation
Preventive medicine
Effectiveness evaluation
