TBL与工作坊整合教学法在妇科肿瘤学临床教学中的应用

Application of TBL and workshop integrated teaching method in clinical training of gynecological oncology

目的探索适合于提高妇科肿瘤学临床教学质量的综合教学策略。方法将昆明医科大学2020级临床医学专业本科生78人随机分为对照组(n=38)和研究组(n=40)。采用基于团队学习(TBL)和工作坊(WS)的“3+2”教学模式。通过预习准备、知识应用考核和课后调查等分析教学效果,促进医学生临床思维的培养。结果与传统教学方法相比,TBL+WS教学组的学习成绩更好,课前测验和期末考试成绩更显著[分别为(17.53±6.15)分和(76.81±5.10)分,P<0.001];课堂教学质量问卷的8个维度中,教学质量维度最高(97.5%),且更多学生认为该模式对培养临床思维和拓展新知具有积极作用。结论这种整合式教学策略有利于提高妇科教学质量和拓展学生的临床思维。

Objective To develop a teaching strategy which is suitable for training talents and improving teaching quality in field of clinical gynecological oncology.Methods Seventy⁃eight clinical students of grade 2020 in a medi⁃cal university were divided into control group(n=38)and research group(n=40).The“3+2”teaching mode of team⁃based learning(TBL)and workshop(WS)were adopted,and the learning outcome was evaluated at preview preparation,knowledge application and the questionnaire survey of students,so as to promote the cultivation of clinical reasoning of medical students.Results Compared with traditional teaching method,TBL+WS teaching group had better academic performance.The difference of before class tests and final exams was more significant[1753±615 points and(7681±510)points,respectively,P<0001].However,among the eight dimensions of the classroom teaching questionnaire,the teaching quality dimension was the highest(975%).More students think that this model had a positive effect on cultivating clinical thinking and developing new knowledge.Conclu⁃sions This integrated teaching strategy improves the quality of obstetrics and gynecology teaching and suppots students′capacity building on clinical reasoning.