基于TBL教学模式在循证医学教学中的实践效果研究

Outcomes of team-based learning mode for the course of evidence-based medicine

目的:构建线上线下相结合的以团队学习为基础的TBL教学模式,探讨其应用效果。方法:选择我校2014级临床医学专业本科生10个班级共289名学生为研究对象,随机分为观察组(n=147)和对照组(n=142)。观察组使用线上线下结合的TBL教学模式,对照组使用传统教学模式,通过课后随堂测试、学生自主学习能力比较两种教学方法的效果。采用自制问卷描述观察学生对TBL教学模式的评价与反馈。结果:观察组学生的课后随堂测试成绩和成绩优良率优于对照组,差异有统计学意义(P<0.05);问卷调查自主学习能力,观察组和对照组在实施前差异无统计学意义(P>0.05),观察组在各项评分、自我管理能力、信息能力、学习合作能力及总分均优于对照组,差异有统计学意义(P<0.05);观察组学生认为TBL教学模式在教学内容、组织新式、教学效果和考核方式上新颖独特,尤其是在提高师生间与学生间的互动合作能力上有较好的效果。结论:TBL教学模式有效提升了学生的学习成绩和学习主观能动性,对教学质量的提高有着较为积极的影响。

Objective:To assess the effects of team-based learning(TBL) mode in instruction of the discipline of evidence-based medicine. Methods:A total of 289 undergraduates from 10 classes, majoring in clinical medicine, enrolled in 2014 in our college, were included and randomized into observational group(n=147) and control group(n=142). The experimental group was instructed with TBL based on on-line learning and classroom teaching, whereas the control group was taught by conventional lecture-based learning(LBL). At the end of the course,ability of self-study and effects of the two teaching methods were evaluated by in-class quiz,and self-programmed questionnaires were used to collect the subjective evaluation and feedback of students towards TBL. Results: Students in the observational group had higher scoring by in-class quiz in general and good-to-excellence rate than those in the control group(P<0.05). Questionnaire survey indicated no difference between groups in self-learning ability before teaching(P>0.05),yet students in the observational group were better than those in the control group regarding the component scores,self-management ability,ability to collect information and of team-cooperation as well as total scores in the in-class quiz(P<0.05). Besides,students in the observational group commented that TBL were better in teaching contents,class organization,teaching effects and academic assessment,particularly in improvement of the interaction of students with teachers. Conclusion: TBL could effectively upgrade the academic scores of students and improve the incentive of students in learning as well as produce positive effects on the teaching quality.