基于短视频的TBL和PBL教学法在超声科带教中的应用

Application of TBL and PBL Teaching Methods Based on Short Video in Ultrasound Teaching

目的分析基于短视频的以团队为基础(TBL)和以问题为基础(PBL)教学法在超声科带教中的应用价值。方法选取2018年1月—2019年1月该院实习学生60名为研究对象,采用随机分组方法将学生分为两组,各30名。常规组利用常规PBL教学法,观察组通过基于短视频的TBL联合PBL教学法实施教学,对比两组带教效果对比。结果观察组学习成绩,即论文成绩、病例题成绩、理论成绩、实习成绩与常规组学生成绩比较,差异有统计学意义(P<0.05);观察组学生的自我评价,即表达能力、自学能力、团队协作能力、交流沟通能力及临床诊断思维培养能力评分与常规组对比,差异有统计学意义(P<0.05);观察组学生的带教方式满意度为96.67%,与常规组比对,差异有统计学意义(P<0.05)。结论在超声科带教中,给予其基于短视频的TBL和PBL教学法,能够提高学生学习成绩以及自我评分,且学生的认可度更高,值得推广。

Objective To analyze the application value of short video-based team-based(TBL)and problem-based(PBL)teaching methods in ultrasound teaching.Methods 60 internship students from January 2018 to January 2019 were selected as the research object.The students were randomly divided into two groups,with 30 students in each group.The conventional group used the conventional PBL teaching method,and the observation group used the TBL combined PBL teaching method based on short video to compare the teaching effects of the two groups.Results The academic achievements of the observation group,that was,the scores of papers,case questions,theory and practice,were compared with those of the students in the conventional group,the difference was statistically significant(P<0.05).The scores of self-evaluation,that is,expression ability,self-study ability,teamwork ability,communication ability and clinical diagnostic thinking cultivation ability of the students in the observation group were significantly higher than those in the conventional group,the difference was statistically significant(P<0.05).The satisfaction of teaching methods of the students in the observation group was 96.67%,which was statistically significant compared with the conventional group,the difference was statistically significant(P<0.05).Conclusion In ultrasound teaching,the short video-based TBL and PBL teaching methods can improve students'academic performance and self-evaluation,and the students'recognition is higher,which is worthy of promotion.