TBL模式在妇科病史采集教学中的应用分析

Application of the TBL Teaching Model in the Training of Medical History Collection of Gynecology

目的:探讨TBL(team-based learning)应用于妇科临床病史采集教学中的效果。方法:选取2019年8月至2020年8月在妇科见习的临床医学专业2个班级共102名学生,A班52名为对照组,采用传统教学模式;B班50名为TBL组,分为12小组,采用TBL教学模式,每小组4~5名学生,每小组至少2名女生。教学后结合临床病例测验学生病史采集能力,并进行教学满意度问卷调查,分析教学效果。结果:TBL组中学生临床病史采集总分(18.66±1.94)明显高于对照组(15.94±2.66)(P<0.05),教学满意度调查显示TBL教学模式总分(29.62±3.37)明显高于传统教学模式(25.13±4.68)(P<0.05)。结论:TBL教学方法可提高学生的妇科病史采集能力,并获得良好的教学满意度。

[Objective]To explore the effect of TBL teaching model in the course of medical history collection of gynecology.[Method]A total of 102 undergraduate students in Department of Gynecology were trained as interns.52 clinical interns of Class A were selected as the control group,another 50 clinical interns of Class B were selected as the TBL group and divided into 12 teams.Each team of Class B consists of 4~5 interns including at least 2 girls.All of the teams take the training of clinical history collection of gynecology.The TBL groups were trained by the TBL training model,while the control groups were trained by traditional training model.The ability of collecting medical history was tested,and the effect of teaching was analyzed by questionnaire survey of teaching satisfaction.[Result]The total score of medical history collection in TBL group was significantly higher than that in control group(18.66±1.94,15.94±2.66;P<0.05),and the total satisfaction score of TBL teaching model was significantly higher than that in traditional teaching model(29.62±3.37,25.13±4.68;P<0.05).[Conclusion]TBL teaching model can improve the ability of medical history collection of gynecology,and obtain content teaching satisfaction.