TBL联合PBL教学方法在实验诊断学临床实验教学中的应用探讨  

Exploration on the Application of TBL Combined with PBL Teaching Method in Clinical Laboratory Teaching of Laboratory Diagnostics

作　　者：杨曦 王雪莲 桑璐 YANG Xi;WANG Xuelian;SANG Lu(Department of Laboratory Medicine,Beijing Huairou Hospital(Huairou Teaching Hospital of Capital Medical University),Beijing,101400 China)

机构地区：[1]北京怀柔医院(首都医科大学怀柔教学医院)检验科,北京101400

出　　处：《中国卫生产业》2022年第20期173-176,180,共5页China Health Industry

摘　　要：目的探讨基于团队学习(team-based learning,TBL)结合基于问题学习(problem-based learning,PBL)教学方法在实验诊断学临床实验教学中的应用。方法选取2021—2022学年第一学期(2021年8—10月)首都医科大学怀柔教学医院2019级临床医学专业(郊区定向)37名本科生作为研究组,选取2017级临床医学专业(郊区定向)35名本科生作为对照组。研究组采用TBL结合PBL教学方法,对照组采用传统教学方法,比较两组学生的实验技能考核成绩以及病例分析考核成绩,并进行满意度问卷调查。结果研究组学生病例分析考核总成绩高于对照组,差异有统计学意义(P<0.05),两组学生的实验技能考核成绩比较差异无统计学意义(P>0.05);研究组与对照组学生在、激发兴趣、自主学习能力、学习效率、团队协作能力和临床思维能力方面的满意度比较,差异有统计学意义(P<0.05),在知识巩固方面的满意度比较,差异无统计学意义(P>0.05)。结论采用TBL联合PBL教学方法能进一步提高医学生实验教学的病例分析考核成绩,同时也提高了学生对于教学的满意度,提高其学习效率、团队协作能力和临床思维能力,为提高教学质量提供新思路。Objective To explore the application of team-based learning(TBL)combined with problem-based learning(PBL)teaching methods in clinical laboratory teaching of laboratory diagnostics.Methods Thirty-seven undergraduate students of clinical medicine program(suburban orientation)of 2019 class at Huairou Teaching Hospital of Capital Medical University in the first semester of 2021 to 2022 academic year(August to October 2021)were selected as the study group.Thirty-five undergraduate students of the clinical medicine program(suburban orientation)of the class of 2017 were selected as the control group.The study group used TBL combined with PBL teaching method,and the control group used traditional teaching method.The laboratory skills assessment scores and the case analysis assessment scores of the students in the two groups were compared.A satisfaction questionnaire survey was also conducted.Results The overall scores of the case analysis assessment of the students in the study group were higher than those in the control group,and the difference was statistically significant(P<0.05).There was no statistically significant difference in the experimental skills assessment scores of the students between the two groups(P>0.05).Compared the teaching satisfaction of the stimulating interest,independent learning ability,learning efficiency,teamwork ability and clinical thinking ability between the study group and the conntrol group,the difference was statistically significant(P<0.05),there was no statistically significant differences in the teaching satisfaction of the knowledge consolidation(P>0.05).Conclusion The use of TBL combined with PBL teaching method can further improve the case analysis assessment performance of medical students in laboratory teaching.It also improved students'satisfaction with teaching,their learning efficiency,teamwork ability and clinical thinking ability,and provided new ideas for improving teaching quality.

关 键 词：基于团队学习 基于问题学习 实验诊断学 教学效果 

分 类 号：R19[医药卫生—卫生事业管理]