临床课程教学中过渡型TBL教学法及其评价体系的建立与实践

Developing and implementing transitional team-based learning pedagogy and its evaluation system

目的:对于习惯于课堂授课(Lecture Based Learning,LBL)的中国学生,TBL(Team Based Learning,TBL)教学法的推广尚存在困难。因此,过渡型TBL(Transitional TBL,T-TBL)教学法被建立来解决这一问题。方法:观察组采用T-TBL,对照组采用LBL,授课结束后对比两组学生成绩,并通过评价体系对观察组学生进行评定。结果:两组平均成绩无统计学差异;观察组学生认为T-TBL提高了其学习主动性、团队合作能力及人际沟通能力。结论:T-TBL教学模式达到了LBL的教学水平;学生们支持这种教学方法。

Objective There still exist some difficulties in popularization of TBL（Team Based Learning, TBL）since Chinese students have adapted to LBL（ Lecture Based Iearning, LBL） mode. To solve this problem, T-TBL （transitional team-based learning, T-TBL） was established. Methods Observation group adopted T-TBL, while the controls adopted LBL （lecture Based Learning, LBL） method. Academic performance of the two groups was compared and students of the observation group were evaluated by the given system. Results The difference of average score between the two groups was not statistically significant （ P 〉 O. 05）. Learning initiative, teamwork ability and communication skills have been improved in the students of observation group through the T-TBL pedagogy. Conclusions The application of T-TBL mode made the students reach the level of those accepted traditional teaching method. This new pedagogy and its evaluation system are widely supported by students.