结核病预防控制学课程教学模式探讨

Study on the teaching methods of tuberculosis prevention and control

目的探讨预防专业结核病预防控制学课程教学方式，提高教学效果。方法选取2011级首都医科大学预防专业38名本科生为研究对象，在授课教师采用传统教学方法教授基础理论知识内容后，按学号顺序和小组教学的题目，将学生分为7组。前4个组每组5名，后3个组每组6名；安排各小组围绕不同的小组教学题目收集整理材料，并进行专题汇报，其中第7组汇报内容理论授课未涉及，需要学生自己收集整理相关材料，最后进行开卷考试。通过方差分析及秩和检验，比较不同题目的笔试成绩及汇报小组间笔试成绩的差异，探讨学习效果较好的教学模式。结果笔试的平均成绩为（69．6±6．6）分，52．6％的同学成绩集中在61～70分之间。在5个笔试题中（每题20分），与学生专业相关的第5题“结核病的监测分析与评价指标及意义”平均得分最高，为（17．5±2．0）分，显著高于第1题[（13．5±2．9）分]、第2题[（11．3±2．8）分]、第3题[（13．5±2．5）分]、第4题[（13．9±1．8）分]，差异有统计学意义（F=32．14，P〈0．01）。第7组的汇报题目及内容是教师授课没有直接涉及的，需要学生自己收集资料、查阅文献、自主学习、思考。第7组笔试平均成绩为（14．6±3．0）分，有高于其他组[（13．0±2．6、13．9±2．6、13．5±3．4、14．4±2．6、14．1±3．7、13．8±3．7）分]的趋势，但差异无统计学意义（H=7．42，P〉0．05）；第7组汇报内容与试题第1题的相关度较高，第7组第1题平均秩次（28．8）明显高于其他小组（15．1、21．2、26．3、22．0、12．o、12．1）（H=12．77，P〈0．05）。结论在本次结核病预防控制学教学活动中，采用自主学习方式的小组成绩好于非自主学习方式小组。建议结核病预防控制学教学时，先安排若干次案例教学，提高学生主动学习、自主学习动力，夯实基础理论知识；最后组织一次基于问题的学习（problem-basedlearning，PBL）教学以扩展思路。

Objective To analyze the test results of tuberculosis prevention and control for the undergraduate of the Capital medical university, discusses how to improve teaching methods. Methods After teachers taught contents of the basic theoretical knowledge with traditional teaching method. Students were sorted by their ID and divided into 7 groups for the different topic, there were 4 groups each of 5 students, 3 groups each of 6 students. Students were arranged to collect materials about different topic and give a special report. The report contents of fifth group and the seventh group were not directly involved the contents of teaching, those students needed to col lect relevant materials. Then students took part in an open-book exarrL Through one-factor ANOVA and wilcoxon rank sum test, compared differences of examination results of different subjects or different report group, explored the better teaching model for learning. Results The average score of examination is 69.6±6.6, 52.6% of students scores between 61- 70 fraction; The fifth exam topic was monitoring analysis and evaluation index of tuberculosis and its significance, its average score was 17.5±2.0 points （20 points per exam topic, a total of 5）, that was the highest among five exam topic, it was significantly higher than the average scores first topics （13.5±2.9） ,second topics （11.3±2.8） ,third topics （13.5±2.5） ,fourth topics （13.9±1.8） （F=32.14,P〈0.01）. The report title and content of seventh group was not directly involved in teachers ＇ collective teaching content. So students of seventh group needed to collect the data and material, to learn and think autonomously. Average score （14.6±3.0） of seventh group has a trend that was higher than other groups （13.0±2.6,13.9±2.6,13.5±3.4, 14.4 ±2.6,14.1± 3.7,13.8 ±3.7）, but there had not statistical significance （H= 7.42, P〉0.05）. The report con- tent was related highly with first exam, the average rank （28. 8） of first exam topic of seventh group was obviouslyhigher than other groups （15.1,21.2,26.3,22.0,12.0,12.1） （H= 12.77, P〈0.05）. Conclusion In teaching ac tivities of TB prevention and control, exam scores of active learning group was better than that of nonActive Learn- ing Group. It was suggested for teaching of TB prevention and control, firstly carry out case-based teaching several times, improve students＇ active learning motivation, so that strengthen the basic theoretical knowledge. Finally, or- ganize a problem-based learning （PBL） teaching to extend teaching ideas.