摘要
目的分析以团队为基础的教学(team based learning,TBL)+以问题为基础的教学(problem based learning,PBL)+案例教学法(case based learning CBL)融合教学法在超声科住培教学中的应用效果。方法2019年1月—2021年12月,选取重庆大学附属涪陵医院超声科行规范化培训的93名住院医生,按随机数表法,分为观察组(46名行TBL+PBL+CBL融合教学法)和对照组(47名行以授课为导向的教学法(lecture-based learning,LBL))。比较2组培训前后的超声科学员上机操作评分、超声科诊断报告抽查评分,以及培训后对教学满意度。结果培训后2组超声科学员上机操作评分表各维度评分与培训前比较均明显升高,差异有统计学意义(P<0.05),且观察组评分高于对照组,差异有统计学意义(P<0.05)。培训后2组超声科诊断报告抽查评分表各维度评分与培训前比较均升高,差异有统计学意义(P<0.05),且观察组评分高于对照组,差异有统计学意义(P<0.05)。培训后2组激发学习兴趣、锻炼临床思维满意度比较,差异无统计学意义(P>0.05)。其余方面的满意度观察组均高于对照组,差异有统计学意义(P<0.05)。结论TBL+PBL+CBL融合教学法应用在超声科住培教学中,能够培养学生的自学能力,提升理论和实践学习效率,提高教学质量。
Objective To analyze the application effect of the team based learning(TBL)+problem based learning(PBL)+Case method(CBL)fusion teaching method in the living training teaching of ultrasound department.Methods From January 2019 to December 2021,a total of 93 resident doctors from the Ultrasound Department of Fuling Hospital Affiliated to Chongqing University were selected for standardized training.They were randomly divided into an observation group(46 patients received TBL+PBL+CBL fusion teaching method)and a control group(47 patients received lecture based learning(LBL))were used a random number table method.The scores of two groups of ultrasound scientists before and after training on their computer operation,ultrasound diagnostic report spot checks,and their satisfaction with teaching after training were compared.Results Compared with before training,the scores on all dimensions of the ultrasound operator operation scoring table increased in both groups after training(P<0.05),and compared with the control group,the observation group had higher scores on all dimensions of the ultrasound operator operation scoring table(P<0.05).Compared with before training,the scores on all dimensions of the ultrasound diagnostic report sampling score table increased in both groups after training(P<0.05),and compared with the control group,the observation group had higher scores on all dimensions of the ultrasound diagnostic report sampling score table after training(P<0.05).After training,there was no significant difference in satisfaction between the two groups in stimulating learning interest and exercising clinical thinking(P>0.05),while the satisfaction in other aspects was significantly higher in the observation group than in the control group(P<0.05).Conclusion The application of TBL+PBL+CBL integrated teaching method in ultrasound discipline training can cultivate students'self-learning ability,improve the efficiency of theoretical and practical learning,and improve the quality of teaching.
作者
邹密密
何志容
邹好楠
肖海燕
周丽
ZOU Mimi;HE Zhirong;ZOU Haonan;XIAO Haiyan;ZHOU Li(Department of Ultrasound,Chongqing University Fuling Hospital,Chongqing 408000,China)
出处
《中国继续医学教育》
2024年第3期90-94,共5页
China Continuing Medical Education
关键词
TBL
PBL
CBL
住培
超声科
教学质量
team-based teaching
problem-based teaching
case teaching method
residential training
ultrasonography department
teaching quality
