TBL+PAL教学法在儿科见习中的应用探索  

TBL and PAL during clinical shadowing in pediatric department

作　　者：徐罗佳[1] 陈一芳[1] 王毓佳[1] 徐迎春[1] 王伟燕 李淑娴[1] 孙熠[2] 张园园[1] Xu Luojia;Chen Yifang;Sun Yi(The Children's Hospital,Zhejiang University School of Medicine,National Clinical Research Center for Child Health;Center of Faculty Development Zhejiang University School of Medicine,Hangzhou 310000,Zhejiang,China)

机构地区：[1]浙江大学医学院附属儿童医院,国家儿童健康与疾病临床医学研究中心 [2]浙江大学医学院教师发展中心,浙江杭州310000

出　　处：《中国高等医学教育》2020年第10期6-7,共2页China Higher Medical Education

基　　金：浙江省教育厅一般科研项目(Y201941256);浙江省研究生教育学会自筹课题(2019-022);浙江大学医学院教育改革立项项目(jgzd20201009)。

摘　　要：目的:探讨TBL+PAL在儿科见习应用。方法:选择本校2016级临床医学214名学生为研究对象,对照组107名采用原有模式教学,实验组107名采用TBL+PAL教学,比较两组教学效果。结果:实验组理论、体格测量、操作得分高于对照组(P<0.05),临床思维无显著差异(P>0.05),问卷显示多数学生认可TBL+PAL教学法。结论:TBL+PAL教学法可改善儿科见习学习效果。Objective:To explore the application of TBL and PAL during clinical shadowing in pediatric department.Methods:214 clinical medicine majors enrolled in2016 participated in the study.107 took the conventional approach,while 107 used TBL and PAL.Results:The control group(n=107)used the traditional teaching method as prior.The experimental group(n=107)used TBL and PAL.Their learning outcomes were compared.Results:The performances of the experimental group in theory test,physical measurements,and procedure skills were better than those of the control group(P<0.05).The clinical thinking result showed no difference between the two groups(P>0.05).The questionnaire results demonstrated that most students in the experimental group considered TBL and PAL effective teaching.Conclusion:TBL+PAL could significantly improve the students'learning outcome of clinical shadowing.

关 键 词：以团队为基础学习 同伴互助学习 儿科教学 见习 

分 类 号：G642.44[文化科学—高等教育学]