以团队为基础的学习在《航空航天营养与食品卫生学》实习课程中的实践与评价

Practice and evaluation of team-based learning in teaching of practice lesson of ＂aerospace nutrition and food hygiene＂

目的探讨以团队为基础的学习（team—based learning，TBL）在《航空航天营养与食品卫生学》实习课程中的应用效果。方法选择我系2012级航空航天医学专业90名本科生为教学对象，随机分为以团队为基础的学习组（n=46）和传统教学组（traditional learning，TL）（n=44）。通过理论测试和调查问卷对教学效果进行评价；问卷调查分别为两组学生对各自所受教学方式评价、TBL组学生问相互评价、TBL组学生对TBL教学效果的评价。运用SPSS18．0对组间、组内数据行t检验或卡方检验。结果TBL组实习课前测试平均得分[（85．70±3．47）分]高于TL组得分[（74．10±2．41）分]，差异有统计学意义（t=8．703，P=0．000）。问卷结果显示，相比TL组，TBL组学生更认同所受教学方式对自身团队合作能力、人际交往、沟通能力、解决问题和自主学习等方面的积极影响，组间差异均有统计学意义（P〈0．05）；此外，TBL组学生对TBL教学满意率达93．5％（43／46）。结论《航空航天营养与食品卫生学》相关实习课程采用TBL的效果优于传统教学，有助于学生加深对学习内容的理解并提高其学习能力。

Objective To explore the feasibility of team-based learning （TBL） for practice teaching of the aerospace nutrition and food hygiene. Methods A total of 90 students were investigated, and were divided into the TBL group （n=46） and the TL group （n=44） by simple random sampling. After the experiment teaching, a test and questionnaire were used to compare the teaching effect of TBL group and TL group. SPSS 18.0 was used for date and the data was analyzed by Independent-Samples t test and Chi-square test. Results Students in TBL group achieved higher mean test scores （85.70 ± 3.47） compared with students （74.10±2.41） in TL group and the difference was statistically significant （t=8.703, P=0.000）. The results of the questionnaire showed that, compared with the TL group, TBL group students more agreed with the positive impact of the teaching methods on their team work ability, interpersonal skills, communication ability, problem-solving and self-learning and other aspects, and the differences between two groups were statistically significant （P〈0.05）. In addition, the majority of the respondents in TBL group [93.5% （43/46）] were satisfied with TBL. COnclusions TBL teaching is better than the TL teaching, and it can significantly improve students＇ comprehension of knowledge and enhance their learning effect.