PBL、CBL、TBL联合法在内分泌教学中的应用

Application of PBL Combined With CBL and TBL in Endocrine Teaching

目的探讨应用PBL(problem-based learning)与CBL(case-based learning)及TBL(team-based learning)三者整合教学法对内分泌教学效果的影响。方法将广西中医药大学2013级临床医学本科生随机分为实验组80人和对照组86人。实验组采用PBL、CBL及TBL(简称PCT)三者融合的教学法教学,对照组采用LBL教学法教学,并以问卷形式评价教学效果。结果结果分析显示,师对生的评价中"学习态度"中,两组比较,差异无统计学意义(P>0.05),生对师的评价中"能有效的处理团队间意见分歧"这个项目对比,差异无统计学意义(P>0.05)。PCT组学生在"出勤、准备工作、参与度、协作能力、任务完成率、获取信息能力、创新能力、决策能力、知识掌握程度、自主学习能力、书面报告、表达理解能力"的评价上均优于LBL组,差异均具有统计学意义(P<0.05)。结论 PBL、CBL及TBL整合教学优于传统教学法教学,是内分泌教学非常有效的教学方法。

Objective To explore the influence of PBL(problem-based learning)and CBL(case-based learning)and TBL(team-based learning)three integration teaching methods on endocrine teaching effect.Methods The2013grade clinical medical undergraduates of Guangxi University of traditional Chinese medicine were randomly divided into80people in the experimental group and86people in the control group.The experimental group used PBL,CBL and TBL(referred to as PCT)three fusion teaching method,the control group adopted LBL teaching method,and evaluated the teaching effect in the form of questionnaire.Results The results showed that there was no significant difference between the two groups(P>0.05)in the"learning attitude"of the teacher's evaluation of students.There was no statistically significant difference in the comparison of the differences of opinions between teams in the evaluation of students'teachers(P>0.05).PCT group of students in attendance,preparation,participation,cooperation ability,task completion rate,information acquisition ability,innovation ability,decision-making ability,knowledge,learning ability,comprehension ability,a written report on the evaluationof the expression"were better than LBL group,the differences were statistically significant(P<0.05).Conclusion The teaching effectiveness of PCT(PBL,CBL and TBL)teaching methods is better than that in LBL teaching methods.It is an effective teaching method for endocrine teaching.