TBL教学法在外科见习教学中的应用  

The use of TBL pedagogy in the surgical trainee teaching

作　　者：梁冬梅[1] 李春海[1] 罗兴喜[1] 郑志玲[1] 

机构地区：[1]中山大学孙逸仙纪念医院,广东广州510120

出　　处：《中国高等医学教育》2014年第5期98-99,共2页China Higher Medical Education

摘　　要：目的:探讨在外科见习教学中采用TBL教学法讲授水电解质紊乱和酸碱平衡失调的教学效果。方法:在2009级临床医学五年制外科见习教学中采用TBL教学法讲授水电解质紊乱和酸碱平衡失调的内容,课前、课后进行测试和设计调查问卷收集反馈意见。结果:同等难度的题目,课后测试的平均分为77.1分,明显高于课前测试的平均分59.8分。问卷调查中,认为授课能有效指导理解和掌握知识的评分中,80分以上占100%,90分以上占92.6%,100分占81.5%;认为授课能有效增强学习的兴趣和能力的评分中,80分以上占96.3%,90分以上占81.5%,100分占70.4%。结论:在外科见习教学中采用了TBL教学法讲授水电解质紊乱和酸碱平衡失调可以取得较好的教学效果。Objective： Explore the teaching effectiveness of TBL pedagogy in the water and electrolyte disorders and acid-base imbalance of the surgical trainee teaching. Method： TBL pedagogy was used in the water and electrolyte disorders and acid-base imbalance of the surgical trainee teaching. Test and questionnaire were used to understand the teaching effectiveness. Results： The average of posttest is higher than that of pre-test. Most of the students think that TBL pedagogy can guide to understand and master the knowledge and enhance the learning interests and abilities effectively. Conclusion： TBL pedagogy in the water and electrolyte disorders and acid-base imbalance of the surgical trainee teaching can achieve better teaching effectiveness.

关 键 词：TBL教学法 见习 外科 水电解质紊乱 酸碱平衡失调 

分 类 号：G424[文化科学—课程与教学论]