两种教学方法在外科学见习教学中的联合应用

The use of lecture-based learning and team-based learning methods in surgical clerkship teaching

目的 探讨在外科学见习教学中采用以授课为基础学习（lecture-based learning,LBL）教学方法联合以团队为基础学习（team-based learning,TBL）教学方法在讲授水电解质紊乱和酸碱平衡失调的教学效果.方法 选择中山大学2010级五年制临床医学专业外科学见习的118名学生为研究对象,将他们随机分成实验组和对照组,在水电解质紊乱和酸碱平衡失调见习教学中,实验组采用LBL＋TBL教学方法教学,对照组采用LBL教学方法教学,教学结束后对两组学生进行闭卷考试和问卷调查,以评估两组教学方法的效果.结果 实验组学生的考试平均分为（90.2±9.49）分,对照组学生的平均分为（77.2±13.87）分,差异具有统计学意义.问卷调查结果表明,实验组学生认为LBL＋TBL教学方法能够有效地调动学生学习的积极性和增强学习的兴趣.结论 在外科学见习教学中,采用LBL＋TBL教学方法讲授水电解质紊乱和酸碱平衡失调可以获得较好的教学效果.

Objective To explore the teaching effectiveness of lecture-based learning（LBL） ＆amp; team-based learning （TBL） methods in the surgical clerkship when teaching the water and electrolyte disorders and acid-base imbalance.Methods The subjects of the study are the students of five-year clinical medicine in surgical clerkship.They went to Sun Yat-sen University in 2010.They are a group of 118 students and are divided into two groups randomly,one is experimental group and the other is control group.When teaching water and electrolyte disorders and acid-base imbalance,LBL＋TBL methods are used in experimental group,LBL method is used in control group.Closed-book test and questionnaire are used to understand the teaching effectiveness.Results The average score is （90.2 ± 9.49） in experimental group,while （77.2± 13.87） in control group.Most of the students think that LBL＋TBL methods can effectively mobilize the enthusiasm and enhance learning interest.Conclusions LBL＋TBL methods can achieve better teaching effectiveness in the surgical clerkship when teaching water and electrolyte disorders and acid-base imbalance.