团队学习法在脑血管危重症ARDS患者教学中的应用

The Application of Team-based Learning in the Teaching Course of Acute Respiratory Disease(ARDS) in Critical Cerebrovascular Disease

目的探讨脑血管危重症合并急性肺损伤综合征的教学实践中采用团队学习(team-based learning,TBL)教学方法的应用效果。方法选择60名七年制临床医学专业学生为教学对象,随机分为TBL教学组和传统教学组。主要评价指标是学生满意度调查。次要评价指标学习后对于所学知识的掌握程度。评估方式是问卷调查和学习前后测试成绩比较。结果 TBL教学方法和传统教学方法相比,学生满意度明显高于传统教学组(P<0.001),且教学后知识掌握度明显优于传统教学组(P<0.001)。结论 TBL教学方法可以提高脑血管危重症合并急性肺损伤综合征学习过程的积极性和满意度。提升学生的学习能力和知识掌握程度。

Objective To explore the effect of team-based learning （PBL） on the teaching course of acute respiratory disease （ARDS） in critical cerebrovascular disease. Methods A total of 60 medical students major in seven-year system clinical medicine were randomly separated into the TBL group and traditional teaching method group. A satisfaction survey was the main evaluation index and the knowledge mastery level was the secondary evaluation index. Survey and tests before and after the teaching course were also taken for evaluation. Results The TBL group reported higher scores compared with the traditional group about the satisfaction survey （P〈0.001）. And the TBL group gained significant amount of knowledge （P〈0.001） as calculated by the Student＇s paired t test. Conclusion As a learning strategy for ARDS in cerebrovascular disease patients, TBL results in higher student satisfaction, and signiifcantly improves the ability of the students in learning.