全科医学概论中实施LBL+TBL教学法效果评估  

Assessing on the effect of LBL+TBL method applied in the course of general practice

作　　者：赵亚利[1] 路孝琴[1] 杜娟[1] 王慧丽[1] 金光辉[1] 

机构地区：[1]首都医科大学全科医学与继续教育学院,北京100069

出　　处：《中国医药导报》2014年第26期114-117,共4页China Medical Herald

基　　金：首都医科大学校长基金课题(编号13JYY22)

摘　　要：目的了解学生对LBL+TBL教学法的认同度及满意度,为进一步在全科医学概论理论课教学中使用和推广本教学法提供参考。方法在首都医科大学2010级临床专业定向班实施3学时的全科医学概论LBL+TBL教学,教学结束后对班上33名学生进行问卷调查。结果 175%以上的人群完全认同LBL+TBL教学效果;2大多数人完全认同LBL+TBL教学能够提高学生的自主学习及积极性;375%以上的学生完全认同LBL+TBL能够提高学生的团队合作能力;4LBL+TBL教学存在的问题中,以耗时多、学生时间或精力不够、学生负担加重为主。结论 LBL+TBL教学法能使学生自主学习积极性、团队合作意识及能力提高,值得在以LBL教学法为主的全科医学概论教学中联合开展TBL教学。Objective To verify the satisfaction of students about LBL＋TBL method applied in the course of general practice and supply some advices on how to use and popularize the method. Methods A questionnaire survey was conducted after the teaching for 33 students in 2010 clinical professional orientation class of Capital Medical University to verify the effect of LBL＋TBL method which was applied in the class of general practice. Results （1）More than 75% of the students agreed completely to the effectiveness of LBL＋TBL teaching method. （2）Most of the student approved completely that LBL＋TBL teaching could improve students＂ capability of self-learning and motivation. （3）More than 75% of the students agreed completely that LBL＋TBL teaching method could improve team spirit of students. （4）The main problems of LBL＋TBL included time-consuming, the deficiency of the students＂ time or energy, and the aggravation of learning burden. Conclusion LBL＋TBL method can improve the learning motivation and teamwork of students, and it is feasible in the curriculum of general practice.

关 键 词：全科医学 课程 LBL+TBL教学法 效果评估 

分 类 号：G642[文化科学—高等教育学]