TBL+PBL+CBL整合教学法在全科医学概论课程教学中的应用

Application of TBL,PBL and CBL integrated teaching method in the teaching of"introduction"to general practice

目的探讨以团队为基础的教学法(TBL)、以问题为基础的教学法(PBL)和以案例为基础的教学法(CBL)整合后应用于全科医学概论教学中的效果。方法以海南医学院2017级临床本科农村订单班的80名学生为研究对象,根据学生的学号将其随机分为实验组和对照组,每组40人。选择全国高等学校教材《全科医学概论》中的5个章节共18个学时作为授课的具体内容。实验组采用TBL+PBL+CBL整合教学法,对照组采用传统教学法(LBL)。通过比较两组学生的笔试成绩、临床案例分析成绩及调查问卷结果来评估教学效果。结果实验组和对照组学生的笔试成绩分别为(85.27±5.88)分、(83.15±7.16)分,差异无统计学意义(P>0.05);实验组学生的临床案例分析成绩为(87.17±4.24)分,明显高于对照组的(84.07±6.57)分,差异有统计学意义(P<0.05);问卷调查结果显示,两组学生在课程知识点的掌握方面比较差异无统计学意义(P>0.05),而在激发学习兴趣、逻辑思维能力、理论联系实际,解决临床实际问题、语言表达能力和沟通能力、团队协作能力、学习的主动性、分析解决问题的能力、查阅文献资料、对教学法的满意度方面比较差异均有统计学意义(P<0.05)。结论TBL+PBL+CBL整合教学法在《全科医学概论》的教学中应用效果良好,它不但能够提高学生的临床技能,还能提高学生的综合能力。

Objective To explore the effect of the integrated method of team-based instruction(TBL),problem-based learning(PBL)and case-based instruction(CBL)in the teaching of"Introduction to General Practice".Methods A total of 80 students of 2017 clinical undergraduate rural order class in the Hainan Medical College were selected and divided into the experimental group and the control group according to their ID,with 40 students in each group.The five chapters and 18 class hours in the national textbook"Introduction to General Practice"were selected as the teaching contents.The teaching method of the experimental group was TBL+PBL+CBL,and the control group was LBL.The teaching effect was evaluated by comparing the results of written test,clinical case analysis and questionnaire.Results There was no statistically significant difference in the scores of written test between the experimental group and control group:(85.27±5.88)vs(83.15±7.16),P>0.05.The score of clinical case analysis of the experimental group was 87.17±4.24,which was significantly higher than 84.07±6.57 of the control group(P<0.05).The result of questionnaire showed that there was no significant difference in the mastery of curriculum knowledge points between the two groups(P>0.05).In stimulating learning interest,logical thinking ability,theory with practice,in terms of solving clinical problems,language skills and communication skills,teamwork ability,initiative in learning,ability to analyze and solve problems,literature review,and satisfaction with teaching methods,the differences were statistically significant(all P<0.05).Conclusion The integrated teaching method of TBL+PBL+CBL is effective in the teaching of general practice.It can not only improve students'clinical skills,but also improve their comprehensive ability.