脑血管病见习带教中应用案例教学模式联合TBL教学法的效果评价

Evaluation of the Effect of Case Teaching Mode Combined with TBL Teaching Method in the Probation Teaching of Cerebrovascular Disease

目的探析在脑血管病见习带教中合理应用小组合作学习(team-based Learning,TBL)教学法联合案例教学模式的效果。方法选取2021年7月—2024年5月在永州市第三人民医院进行脑血管病见习的学生76名。依照具体教学模式的不同将见习学生分为对比组、观察组,各38名。对比组会在见习带教中应用传统教学法,观察组则会选用TBL教学法联合案例教学模式。比较两组见习学生的考核成绩据、教学满意度。结果观察组脑血管病见习学生的理论知识为(92.54±1.97)分、实践操作为(92.16±2.51)分高于对比组见习学生的(89.21±3.58)分、(87.64±3.95)分,差异有统计学意义(t=5.024、5.954,P均<0.05)。观察组脑血管病见习学生对于整体带教工作的满意度数据较之对比组高,差异有统计学意义(P<0.05)。结论在脑血管病见习带教中规范运用TBL教学法联合案例教学模式的效果良好,既能够加深学生对脑血管病临床知识的理解,提升学生各方面的考核成绩,又可使得学生对整体见习带教工作的满意度获得提升。

Objective To explore the effect of reasonable application of team-based learning(TBL)teaching method combined with case teaching mode in the probation teaching of cerebrovascular disease.Methods Seventy-six students who underwent cerebrovascular disease internship at the Third People's Hospital of Yongzhou City from July 2021 to May 2024 were selected.According to different teaching modes,the trainees are divided into a control group and an observation group,with thirty-eight students in each group.The comparison group will apply traditional teaching methods in the internship teaching,while the observation group will choose the TBL teaching method combined with case teaching mode.The assessment results and teaching satisfaction of two groups of probationary students were compared.Results The theoretical knowledge and practical exercises scores of the observation group of cerebrovascular disease trainees were 92.54±1.97 and 92.16±2.51,higher than 89.21±3.58 and 87.64±3.95 of the control group.and the differences were statistically significant(t=5.024,5.954,both P<0.05).The satisfaction of cerebrovascular disease trainees in the observation group was higher than that in the comparison group,and the difference was statistically significant(P<0.05).Conclusion The standardized application of TBL teaching method combined with case teaching mode in cerebrovascular disease probation teaching has a good effect,which can not only deepen student's understanding of clinical knowledge of cerebrovascular disease,improve students&apos;assessment scores in all aspects,but also improve student's satisfaction with the overall probation teaching work.