基于TBL的改良PBL教学法在骨科教学的应用  

Improved problem based learning on team based learning in a large classroom in orthopedics teaching

作　　者：李军[1] 荆珏华[1] 

机构地区：[1]安徽医科大学第二附属医院骨科,安徽合肥230601

出　　处：《中国现代医生》2015年第34期121-123,共3页China Modern Doctor

基　　金：安徽医科大学校基金(2013xkj032)

摘　　要：目的比较基于TBL的改良PBL教学法与传统的LBL教学法在骨科教学中的效果。方法 2014年9~12月选择93名学生为研究对象,按照班级随机分为两组;一个班47名学生为试验组,基于TBL的改良PBL教学法;另一个班46名学生为对照组,采用LBL教学法。采用自制的调查问卷评价教学效果。结果采用基于TBL的改良PBL教学模式的实验组在培养自学能力、分析问题能力、解决问题能力、人际协作能力和语言表达能力上,均显著高于对照组（P〈0.05）;采用基于TBL的改良PBL教学模式的实验组在重点突出、方便记忆、内容生动和结合临床方面,均显著优于对照组（P〈0.05）;学生对采用基于TBL的改良PBL教学模式的满意率显著高于对照组（P〈0.05）。结论基于TBL的改良PBL教学法的教学效果优于传统的LBL教学法,令人满意。Objective To compare the effect of improved problem based learning on team based learning and lecture based leaning in orthopedics teaching. Methods From September to December in 2014, ninety three students were randomly divided into two groups, the improved PBL group（n=47） and the control group（n=46）, teaching effect was evaluated by the self-designed questionnaire. Results The improved PBL group were significantly higher than the control group in self-study ability, analysis ability, problem-solving skills, interpersonal coordination ability and language expression（P〈0.05）. The improved PBL group in the focal points standing out, convenient memory, vivid content and close to clinical cases, were significantly better than that of control group（P〈0.05）; The satisfaction rate of student on improved PBL was significantly higher than that of control group（P〈0.05）. Conclusion The teaching effect of improved PBL group on TBL was better than that of traditional LBL in orthopedics teaching, which was satisfactory.

关 键 词：TBL PBL 教学模式 骨科 

分 类 号：R47-4[医药卫生—护理学]