病理生理学TBL教学模式及其评估体系初探

Preliminary study on TBL strategy and its integrated quality evaluation system in the classroom of pathophysiology

就山西医科大学长学制临床医学专业病理生理课堂TBL教学模式流程及相应评估体系进行初步尝试。基于目前病理生理学课堂教学时数,选取4章节进行TBL教学,其流程为:学生随机分为数个团队(10人/团队),教师指定学习及讨论,学生以团队进行学习讨论,课堂进行RAT测试及思考练习,教师调整并讲授相关内容。在TBL流程中,参入评估体系:教师对学生个人学习的评估,教师对团队学习合作的评估,团队对团队学习的评估,学生对教师的评估。通过TBL教学模式的初步尝试得出:TBL在长学制临床医学专业开展具有可行性,可以调动学生学习的主动性及学习热情,增加团队成员之间的沟通及合作,并增强了学生集体荣誉感。TBL教学模式及评估体系之初探为今后基础医学教学模式改革奠定了基础。

The TBL process and its integrated evaluation system were a preliminary attempt in the classroom of pathophysiology for long-term medical students. Based on the limit of total teaching hours,4 chapters were selected for TBL. The basic process of TBL is as follows. First of all,students were randomly divided into several teams（ 10 students per team）,the contents were designated by teacher and the students were asked to study and discuss these items by team; second,RAT was executed in classroom; third,more comprehensive and practical contents were tried; finally,the teacher gave his lecture which had been modified depending on the classroom RAT and students＇ comprehensive understanding and practice situation. During the TBL practice,the evaluation between team and team,and teacher and students were integrated. According to the preliminary attempt of TBL strategy,it is absolutely viable to process TBL practice in the classroom for basic medicine teaching. TBL was able to raise the students＇ enthusiasm and motivate their study for basic medicine. The practice of TBL also enhanced the communication and collaboration between team and team,student and student,greatly giving them the strong sense of team honor. The practice described in this article laid a basis for future teaching reform in medical education.