TBL联合CBL教学法在“5+3”一体化培养模式3年住院医师规范化培训中的效果分析  

Effects of using TBL and CBL for resident training in the 5 + 3 programs

作　　者：王嫱 吴昊 孟浩宇[1] 刘海雷 祝因苏[1] 许雪强[1] 贾坚 朱华渊 周蕾 Wang Qiang;Wu Hao;Meng Haoyu(The first affiliated hospital of Nanjing Medical University,Nanjing 210029,Jiangsu,China)

机构地区：[1]南京医科大学第一临床医学院,江苏南京210029

出　　处：《中国高等医学教育》2018年第8期107-108,共2页China Higher Medical Education

基　　金：2017年江苏省高等教育教改课题(2017JSJG184);2017年南京医科大学教育研究课题(ZD2017014;QN2017141);江苏省南京医科大学临床医学品牌建设专项(JX10216005)

摘　　要：目的:探索TBL联合CBL教学法在3年住院医师规范化培训中的可行性。方法:以急性抬高性心肌梗死临床课程为教学内容,将住院医师随机分为实验教学组及传统教学组。课程结束后对两组教学效果评价。结果:在学习积极性、团队合作精神及临床分析能力方面实验教学组明显优于传统教学组,在理论成绩方面无显著差异。结论:TBL联合CBL教学法有利于提高住院医师学习的主动性及临床分析能力。Objective：To explore the feasibility of TBL combined CBL teaching method in the three-year resident standardization training. Methods The clinical course of acute elevation myocardial infarction was used as the teaching content. The resident doctors were randomly divid- ed into experimental teaching group and traditional teaching group. After the end of the course, the evaluation of the two groups of teaching ef- fects. Results The experimental teaching group was significantly better than the traditional teaching group in terms of learning enthusiasm, team- work spirit and clinical analysis ability, and there was no significant difference in theoretical scores. Conclusion TBL combined with CBL teach- ing method is beneficial to improve the initiative and clinical analysis ability of residents.

关 键 词：TBL CBL 住院医师 

分 类 号：G642[文化科学—高等教育学]