TBL教学法应用于儿科实习生小讲课的教学效果研究  

Research on the Teaching Effect of TBL Method Applied to the Pediatric Interns During Small Lecture

作　　者：李嘉鸿 张霭润 李管明 王启闯 房晓祎 LI Jiahong;ZHANG Airun;LI Guanming;WANG Qichuang;FANG Xiaoyi(Department of Neonatology,The Seventh Affiliated Hospital,Sun Yat-sen University,Shenzhen Guangdong 518107,China)

机构地区：[1]中山大学附属第七医院新生儿科,广东深圳518107

出　　处：《继续医学教育》2022年第8期28-31,共4页Continuing Medical Education

基　　金：2019年广东省研究生教育创新计划项目(2019JGXM05);2019年广东省卫生健康适宜技术推广项目(粤卫办科教函[2019]7号);中山大学2019年度校级本科教学质量工程类项目(中山大学教务[2019]285号);中山大学2021年度校级本科教学质量工程类项目(中山大学教务[2021]93号)。

摘　　要：目的通过在儿科实习生中应用以团队为基础的教学法(team-based learning,TBL)进行“新生儿黄疸”带教,探讨TBL教学法在儿科实习生小讲课带教中的应用效果。方法以2019年2—12月在中山大学附属第七医院儿科实习的36名临床医学本科实习生为研究对象,随机分为研究组与对照组,每组18名学生,带教内容为“新生儿黄疸”小讲课。研究组采用TBL教学法带教,对照组采用理论授课方式,收集研究组个人测试题(individual readiness assurance tests,iRATs)及团队测试题(team readiness assurance tests,t RATs)成绩,统计研究组与对照组课后考试成绩和调查问卷结果,比较研究组i RATs与tRATs分数以及两组课后测验成绩、课后调查问卷分数。结果研究组tRATs成绩高于i RATs成绩,差异有统计学意义(P<0.05);研究组课后考试成绩高于对照组,差异有统计学意义(P<0.05),研究组课后调查问卷主动学习能力分数高于对照组,差异有统计学意义(P<0.05)。结论将TBL教学法应用于儿科实习生小讲课,可提高儿科实习生成绩和学生主动学习能力。Objective To explore the teaching effects of team-based learning(TBL)pedagogy in pediatric internship teaching by applying TBL method in lecture teaching of"neonatal jaundice"in pediatric interns.Methods Thirty-six undergraduate interns in clinical medicine,who were under the internship in the Department of Neonatology,were involved in the research from February to December 2019.They were divided into research group and control group randomly and there were 18 students in each group.The title of the lecture teaching was neonatal jaundice.TBL method was conducted in research group and lecture method was used in control group.The scores of individual readiness assurance tests(iRATs)and team readiness assurance tests(tRATs)from the research group were collected.The scores of the test and the questionnaire after the class were collected.The scores of iRATs and tRATs were compared in research group and the comparisons of the scores of test and questionnaire between the research and control group were conducted.Results The scores of tRATs were higher than those of iRATs in research group and the difference was statistically significant(P<0.05).The scores of the test after the class in research group were higher than those in control group and the difference was statistically significant(P<0.05).The score of the evaluation of ability of active learning in research group was higher than that in control group and the difference was statistically significant(P<0.05).Conclusion TBL method used in the lecture teaching to the pediatric interns might help to elevate the test scores and promote the ability of active learning.

关 键 词：以团队为基础的学习 儿科学 实习教学 主动学习 医学教育 改革 

分 类 号：G642[文化科学—高等教育学]