PBL结合TBL教学法在泌尿外科临床实习中的应用  

Application of PBL Combined With TBL in Clinical Practice of Urology

作　　者：王贻兵[1] 王侠[1] WANG Yibing;WANG Xia(Department of Urology,Shengjing Hospital of China Medical University,Shenyang Liaoning 110000,China)

机构地区：[1]中国医科大学附属盛京医院泌尿外科,辽宁沈阳110000

出　　处：《中国继续医学教育》2021年第3期25-28,共4页China Continuing Medical Education

基　　金：辽宁省自然科学基金项目(2013225086)。

摘　　要：目的探讨PBL结合TBL教学法在泌尿外科临床实习中的应用效果。方法 2018年1月—2018年10月,中国医科大学本科2014级72名学生在盛京医院泌尿外科参加临床实习,将其依据随机数字表分为两组,分别采用传统教学法(对照组)和PBL结合TBL教学法(观察组)。对学生进行理论知识、临床能力考核,完成满意度调查问卷,并行统计分析。结果观察组在理论知识、临床能力考核均优于对照组(P <0.05)。满意度调查方面,观察组在团体合作水平、自我学习能力、表达水平、解决处理问题方面满意度均优于对照组(P <0.05)。结论PBL结合TBL教学法能提高学生的学习积极性,互相促进,取长补短。Objective To explore the effect of combined application of problem-based learning(PBL)and teambased learning(TBL)in the teaching practice of urology department. Methods From January 2018 to October 2018,72 undergraduate students of grade 2014 of China MedicalUniversity participated in clinical practice in the departmentof urology of Shengjing Hospital. They were divided intotwo groups according to the random number table, usingtraditional teaching method (control group) and PBLcombined with TBL teaching method (observation group).Students' theoretical knowledge and clinical ability wereassessed, satisfaction questionnaire was completed, andstatistical analysis was conducted. Results In the assessment,PBL combined with TBL group was superior to the controlgroup in the theoretical, clinical tests and total scores (P <0.05). In terms of satisfaction survey, the observation groupwas better than the control group in team cooperation ability,autonomous learning ability, expression ability, analysisand problem solving ability (P < 0.05). Conclusion PBLcombined with TBL teaching method can improve students'learning enthusiasm, promote each other, learn from eachother's strengths and make up for each other's weaknesses.

关 键 词：以问题为中心的教学法 以团队为基础的教学法 泌尿外科 传统教学法 临床实习 满意度 

分 类 号：G642[文化科学—高等教育学]