摘要
目的研究分析TBL联合案例教学法在骨科学教学中的应用效果。方法选取我院2011-2014学年进修的骨科学专业医生100名随机分为实验组和对照组，每组50名，实验组学生实施TBL联合案例教学法，对照组学生采用传统教学方法。课程结束后统一对100名学生进行理论和实践技能考试，同时进行问卷调查和评分，比较两组学生的综合成绩及问卷和评分情况。结果学生试卷测试总成绩（92．7±0．9）分明显高于对照组（81．1±1．2）分，两组比较有统计学意义（P〈0．05）：问卷调查实验组满意率96％高于对照组90％，两组比较有统计学意义（P〈0．05）；教学结果评分实验组（89．1 3±2．74）分高于对照组（81．97±1．98）分，两组比较有统计学意义（P〈0．05）；结论TBL联合案例教学法有利于提高学生的学习兴趣、自主学习能力和学习积极性，能提高学生对实际问题的分析和解决能力，同时培养学生的团队合作精神，能有效提高临床教学质量，对改进医学教学方法提供了借鉴。
Objective To study the effect of TBL combined with case teaching method in the teaching of bone science. Methods：selected in our hospital the 2013-2014 school year practice of orthopedic science majors 100 were randomly divided into experimentalgroup and control group, 50 for each group. The students in the experimental group the implementation of TBL and case teachingmethod and the control group is taught with the traditional teaching method. After the completion of the course, the students of 100students were unified in theory and practical skills test, and questionnaire survey and score, compared the two groups of students＇comprehensive score and questionnaire and score. Results： the students＇ test paper test total score （92.7 ±0.9）% was significantlyhigher than the control group （81.1 ± 1.2）, the two groups was statistically significant （P〈0.05）; questionnaire experimental groupsatisfaction rate was 96% higher than that of the control group 90%, two groups had statistical significance （P〈0.05）; teachingevaluation results was divided into experimental group （89.13 ± 2.74） higher than the control group （81.97 ± 1.98）, the two groupswas statistically significant （P〈0.05）; conclusion： TBL combined with case teaching method can increase students＇ interest in learning,learning motivation and learning autonomy, can improve the students to analyze and solve practical problems ability, and cultivatestudents＇ team spirit, can effectively improve the quality of clinical teaching, to improve teaching methods of medical reference.
