摘要
目的比较以问题为基础的教学模式(problem-based learning,PBL)联合以团队为基础的教学模式(team-based learning,TBL)与传统教学法在骨肿瘤临床见习中的作用,探索较为适合骨肿瘤临床见习的带教方法。方法将2017年4月在四川大学华西医院骨科骨肿瘤亚专业进行临床见习的四川大学华西临床医学院2013级临床医学五年制专业60例学生随机分为2组,试验组采用PBL联合TBL模式教学法,对照组采用传统教学法,比较两组学生的一般情况,并于见习结束后比较两组学生的知识掌握情况、综合能力和满意度。结果两组学生的性别构成和上一学期“诊断学”课程考核成绩差异无统计学意义(P>0.05)。见习结束后,对于知识掌握情况,试验组的理论考试成绩[(89.13±3.47)vs.(87.03±2.99)分;t=2.511,P=0.015]、教师评价[(88.33±4.48)vs.(85.90±3.96)分;t=2.231,P=0.030]和学生评价[(89.83±2.97)vs.(87.47±2.91)分;t=3.117,P=0.003]均优于对照组;综合能力方面,试验组的推理归纳、信息管理、目标完成、沟通交流能力[(17.90±1.09)、(18.00±0.91)、(18.00±1.02)、(17.90±1.13)分]均优于对照组[(17.20±1.13)、(17.13±1.20)、(17.10±1.24)、(16.83±1.29)分],差异有统计学意义(P<0.05);两组学生的满意度差异无统计学意义(P>0.05)。结论PBL联合TBL模式可以增强学生在骨肿瘤临床见习中的效果,加深学生对专业知识的掌握,提高学生的综合能力,进而提高教学质量。
Objectives To compare the role of problem-based learning(PBL)combined with team-based learning(TBL)methods with traditional lecture-based learning in the clinical probation teaching of bone tumor and explore which teaching method is more suitable for clinical probation teaching of bone tumor.Methods The 60 students of the 2013 grade five-year program medical students in West China Clinical College of Sichuan University who were undergoing clinical probation teaching in the orthopedic bone tumor subspecialty of West China Hospital of Sichuan University in April 2017 were randomly divided into 2 groups.The trial group adopted PBL combined with TBL teaching method,the control group adopted traditional teaching method.The general situation of the two groups of students were compared.After the end of the probation,the two groups of students’knowledge mastery,comprehensive ability and satisfaction were compared.Results There was no significant difference in the gender composition and the assessment scores of the last semester diagnostics course of the two groups of students(P>0.05).After the probation,in terms of knowledge mastery,the trial group’s theoretical test scores(89.13±3.47 vs.87.03±2.99;t=2.511,P=0.015),teacher evaluation(88.33±4.48 vs.85.90±3.96;t=2.231,P=0.030)and student evaluation(89.83±2.97 vs.87.47±2.91;t=3.117,P=0.003)were better than those of the control group.In terms of comprehensive ability,the trial group’s ability in reasoning and induction,information management,goal completion,and communication(17.90±1.09,18.00±0.91,18.00±1.02,17.90±1.13)were better than those of the control group(17.20±1.13,17.13±1.20,17.10±1.24,16.83±1.29),the differences were statistically significant(P<0.05).There was no statistically significant difference in satisfaction between the two groups of students(P>0.05).Conclusions PBL combined with TBL methods can improve the effect of clinical probation of bone tumors,deepen mastery of professional knowledge,improve comprehensive ability,and improve teachin
作者
罗翼
姜明言
方建国
王一天
段宏
闵理
唐凡
周勇
张闻力
屠重棋
LUO Yi;JIANG Mingyan;FANG Jianguo;WANG Yitian;DUAN Hong;MIN Li;TANG Fan;ZHOUYong;ZHANG Wenli;TU Chongqi(Department of Orthopedics,West China Hospital,Sichuan University,Chengdu,Sichuan 610041,P.R.China;West China School of Stomatology,Sichuan University,Chengdu,Sichuan 610041,P.R.China)
出处
《华西医学》
CAS
2020年第10期1235-1238,共4页
West China Medical Journal
基金
四川省科学技术厅支撑计划(2017SZ0106)。
