TBL+PBL+CBL教学法在血管通路进修教学中的应用  

Application of TBL Combined With PBL and CBL on Advanced Teaching of Vascular Access

作　　者：张玺 万梓鸣[1] 赖其权 陈凌[1] 高雪静 周宇 ZHANG Xi;WAN Ziming;LAI Qiquan;CHEN Ling;GAO Xuejing;ZHOU Yu(Blood Purification Center,Department of Nephrology,the First Affiliated Hospital of Chongqing Medical University,Chongqing 400042,China)

机构地区：[1]重庆医科大学附属第一医院肾脏内科血液净化中心,重庆400042

出　　处：《中国继续医学教育》2023年第19期101-105,共5页China Continuing Medical Education

摘　　要：目的探讨小组教学法(team-based learning,TBL)+基于问题的教学法(problem-based learning,PBL)+案例教学法(case-based learning,CBL)在血管通路进修教学中的应用效果。方法选取2021年9月—2022年3月于重庆医科大学附属第一医院肾脏内科进修血管通路的34名进修学员为研究对象,随机分为试验组(n=17)和对照组(n=17)。在进修教学过程中,试验组采用TBL+PBL+CBL教学法,对照组采用传统教学法。教学进行至3个月时采用闭卷理论考试+实践技能考试+教学满意度调查3种方式共同评估教学效果。结果试验组的理论考试和实践技能考试成绩均高于对照组,差异有统计学意义(P<0.05)。在教学满意度调查方面,试验组在对教学内容感兴趣程度、对授课形式满意程度、对学习效果满意程度方面均高于对照组,差异有统计学意义(P<0.05)。结论TBL+PBL+CBL教学法在血管通路进修教学中整体效果良好,学生整体满意度较高,该教学法更贴合临床进修学习中着重增强自主学习、独立思考、团队沟通与协作、理论与实践相结合等方面能力的培养。Objective To explore the application effect of team-based learning(TBL)+problem-based learning(PBL)+case-based learning(CBL)on advanced vascular access teaching program.Methods A total of 34 trainees who received vascular access training in the department of nephrology of the First Affiliated Hospital of Chongqing Medical University from September 2021 to March 2022 were selected as the study objects,and were randomly divided into experimental group(n=17)and control group(n=17).During the courses,the experimental group was on TBL combined with PBL and CBL teaching methods,and the control group was on traditional teaching methods.After 3 months of teaching,closed-book theory test,practical skill test and teaching satisfaction survey were used to evaluate the teaching effect.Results The test scores of the experimental group were higher than those of the control group,and the difference was statistically significant(P<0.05).On the assessment of teaching satisfaction,TBL combined with PBL and CBL teaching method got more satisfactory on the attraction of teaching content,the satisfactions of the teaching methods and the learning effects,all the results showed with statistically significant(P<0.05).Conclusion The TBL combined with PBL and CBL teaching method showed better effect on advanced vascular access teaching program with high satisfaction in the experimental group.It improves physicians’autonomous learning,independent thinking,team communication and working abilities and the ability to combine theory with practice.

关 键 词：小组教学法 基于问题的教学法 案例教学法 血管通路 进修教学 联合教学 

分 类 号：G726[文化科学—成人教育学]