基于互联网的CBL+TBL教学法在病理学实验教学中的应用

Internet-based CBL+TBL mode in pathological experiment teaching

目的以超星学习通为例探讨基于互联网教学平台开展的以案例为基础的教学法(CBL)联合以团队为基础的教学法(TBL)在病理学实验教学中的应用效果。方法选取山西大同大学医学院2019级临床医学专业本科生164名为研究对象,随机分为两组,试验组学生实施基于超星学习通平台的CBL联合TBL教学法,对照组学生采用传统教学模式,研究时间为2021年3—7月,通过比较两组学生理论课与实习课的平时成绩及期末考试成绩评价教学效果。结果试验组实习课的平时成绩、试卷成绩和总成绩明显高于对照组,差异有统计学意义(P<0.05)。在平时成绩中,试验组的单元测验成绩优于对照组,差异有统计学意义(P<0.05)。在理论课期末测试中,试验组的主观题成绩优于对照组,差异有统计学意义(P<0.05)。结论在病理学实验教学中,基于网络平台开展CBL+TBL教学法有助于提升病理学的教学效果,提高学生的积极性,激发学习兴趣,培养学生自主学习、独立思考、临床思维和病理诊断等多项能力。

Objective To investigate the effect of case-based learning(CBL)+team-based learning(TBL)mode in pathological experiment teaching based on the internet teaching platform,taking the SuperStar Learning platform as an example.Methods A total of 164 Grade 2019 undergraduates majoring in clinical medicine at the School of Medicine of Shanxi Datong University were selected as the study subjects and randomly divided into an experimental group and a control group.The experimental group was taught with the CBL+TBL mode based on the SuperStar Learning platform,while the control group was taught with the traditional teaching mode.The study period was from March to July 2021.The teaching effects were evaluated by comparing the usual performance in the theory and practice courses and the final examination results of the two groups.Results The usual performance in practice course,the scores of examination papers and the overall scores in the experimental group were significantly higher than those in the control group,with statistically significant differences(P<0.05).Regarding the usual performance,the unit test scores in the experimental group were higher than those in the control group,with statistically significant differences(P<0.05).Regarding the final test of the theory course,the scores for subjective questions in the experimental group were higher than those in the control group,with statistically significant difference(P<0.05).Conclusion In the teaching of pathological experiment,the internet-based CBL+TBL mode can improve the teaching effect,increase students’motivation,stimulate their learning interest,and cultivate abilities such as independent learning,independent thinking,clinical thinking,and pathological diagnosis.