以团队为基础的学习在消化系统疾病临床教学中的应用  

The application of team-based learning in gastroenterological clinical teaching

作　　者：杨文娟[1] 吴浩[1] 左川[2] 李静[1] Yang Wenjuan, Wu Hao, Zuo Chuan, Li Jing(Department of Gastroenterology, West China Hospital, Sichnan University, Chengdu 610041, China ; Department of Internal Medicine, West China Hospital, Sichuan University, Chengdu 610041, China)

机构地区：[1]四川大学华西医院消化内科,成都610041 [2]四川大学华西临床医学院内科教研室,成都610041

出　　处：《中华医学教育探索杂志》2018年第5期527-532,共6页Chinese Journal of Medical Education Research

基　　金：四川大学华西临床医学院教学改革研究与实践项目（2016JGXM03）

摘　　要：目的比较以团队为基础的学习（team—based learning，TBL）法和传统教学在消化系统疾病临床教学中的效果。方法选择临床医学专业八年制医学生60名，随机分为TBL组和传统组，分别采用TBL教学和传统教学进行消化系统疾病临床教学。对TBL组学生的个人测评基线（IRAT-baseline）、小组测评（GRAT）和个人测评终点（iyr）成绩进行比较，对TBL组和传统组学生自习时间、自习方式、IRAT-baseline、ITT和临床实践评分成绩进行对比，并对TBL组学生进行问卷调查评价。结果与传统组相比，TBL组自学时间更多[（85．70±11．43）minVS．（35．00±9．47）min，P=0．000）]、自学方式更为多样。在IRAT-baseline[（17．78±5．07）VS．12．57±4．26），P=0．000）]、ITT[（23．66±5．36）VS．（18．52±4．54），P=0．000]、临床实践成绩方面[（16．53±5．10）VS．（12．24±4．59），P=0．001]，TBL组分数明显高于传统组。TBL组GRAT成绩明显高于TBL组IRAT—baseline成绩[（27．82±3．12）VS．（17．78±5．07），P=0．000]。TBL组和传统组在教学干预后的ITT成绩均较IRAT-baseline成绩均有明显提高[（23．66±5．36）vs．（17．78±5．07），P=0．000；（18．52±4．54）VS．（12．57±4．26），P=0．000]，成绩提高幅度在两组之间差异无统计学意义[（5．69±2．76）VS．（5．36±2．00），P=0．754]。问卷调查结果显示，多数TBL组学生（〉70％）赞同TBL可促进其学习积极性、自主性，比传统教学更有吸引力，组间讨论和教师讲解使其获益：但超过一半TBL组学生也表示TBL中所学知识的系统性不及传统教学并且增加学生课业负担。结论TBL教学有助于提高学生的自主学习能力，培养其临床思维、团队协作能力、知识应用能力，激发其学习兴趣，提升整体临床教学水平，值得在消化系统疾病临床教学中推广。Objective To compare the learning outcomes of team-based learning （TBL） and traditional pedagogy in gastroenterological clinical teaching. Methods Sixty students on eight-year program of clinical medicine were randomly divided into TBL group and tradition group. The two groups adopted TBL and traditional pedagogy respectively in gastroenterological clinical teaching. The scores for Individual Readiness Assurance Test-baseline （IRAT-baseline）, Group Readiness Assurance Test （GRAT） and Individual Terminal Test （ITT） in TBL group were compared. The scores for IRAT-baseline, ITT and clinical practice in TBL group were contrasted with those in tradition group. Besides, students in TBL group were investigated by questionnaire after the.experiment. Results Compared with tradition group, TBL group spent more time on self-study before clinical teaching [（85.70 ± 11.43） vs. （35.00 ± 9.47）, P=0.000]. In addition, the form of self-study was more diversified in TBL group than that in tradition group. Students in TBL group achieved higher scores in IRAT-baseline [（17.78 ± 5.07） vs. （12.57 ± 4.26）, P=0.000], ITT [（23.66± 5.36） vs. （18.52 ±4.54）, P=0.000] and clinical practice test [（16.53 ± 5.10） vs. （12.24 ±4.59）, P=0.001] when contrasted to tradition group. TBL group gained higher scores in GRAT than those in IRAT-baseline [（27.82 ± 3.12） vs. （17.78 ±5.07）, P=0.000]. After the teaching intervention, the scores for ITT were higher than those for IRAT-baseline in both TBL group and tradition group [（23.66 ± 5.36） vs. （17.78 ± 5.07）, P= 0.000; （18.52 ± 4.54） vs. （12.57± 4.26）, P=0.000]. However, there was no statistical difference in the growth of scores from IRAT-haseline to ITr between TBL group and tradition group [（5.69 ± 2.76） vs. （5.36 ±2.00） , P=0.754]. The result of the questionnaire showed that a majority of students in TBL group （〉70%） approved of ＂I was actively involved in TBL＂ ＂TBL is helpful for self-study I�

关 键 词：消化系统疾病 以团队为基础的学习 临床教学 

分 类 号：R5[医药卫生—内科学]