TBL结合LBL在内科学临床教学中的应用分析  

Effect Analysis of TBL Combined with LBL in Internal Medicine Teaching

作　　者：孙慧琳[1] 黄志秋[1] 曾海龙[1] 

机构地区：[1]广东药学院附属第一医院内分泌科,广东广州510080

出　　处：《教育教学论坛》2016年第17期179-181,共3页Education And Teaching Forum

基　　金：2014年越秀区科技计划资助项目"TBL结合LBL在Graves病临床教学中的应用"(2014-WS-036)

摘　　要：目的:评估TBL结合LBL教学法在内科学教学中的应用效果。方法:以某高等院校2010级临床医学专业创新班60名学生为研究对象,随机分为TBL结合LBL组和LBL组,每组30人,进行内分泌系统弥漫性毒性甲状腺肿的教学,课前考察出勤率,教学结束后统一进行该章节知识测试及课程满意度调查问卷,对测试成绩和调查问卷的结果进行总结及统计学分析。结果:TBL结合LBL组章节知识测试成绩高于LBL组(P<0.05),TBL结合LBL组对课程教学的满意程度高于LBL组(P<0.05),TBL结合LBL组在课前5分钟的出勤率高于LBL组(P<0.05)。结论:TBL结合LBL教学法能有效提高学生的学习成绩,调动学生学习积极性,能作为传统教学的重要补充。Objective:To evaluate the effect of combination of Team- based learning (TBL)and Lecture- based learning(LBL)on internal medicine teaching. Methods 60 students majoring in clinical medicine of 2010 grade were randomly divided into TBL combined with LBL class and LBL class,both of which constituted 30 students respec-tively. Graves disease teaching was conducted in both classes with different methods. 5 minutes before class atten-dance,examination scores and questionnaire of course satisfaction were used to evaluate the teaching effect. Results TBL combined with LBL class scored over LBL class on the examination performance (P<0.05),satisfaction survey (P<0.05),5 minutes before class attendance (P<0.05). Conclusion TBL combined with LBL teaching method can not only improve students’learning performance,but also arouse students’enthusiasm to study.

关 键 词：TBL结合LBL教学法 LBL教学法 内科学教学 GRAVES病 

分 类 号：G642.0[文化科学—高等教育学]