CBL和TBL联合教学法在儿科学教学中的应用  

Application of CBL and TBL Combined Teaching Method in Pediatric Teaching

作　　者：王芸[1] 聂晶[2] WANG Yun;NIE Jing(Department of Hematology,the First Affiliated Hospital of Jiamusi University,Jiamusi Heilongjiang 154002,China;Department of Pediatrics Internal Medicine,the First Affiliated Hospital of Jiamusi University,Jiamusi Heilongjiang 154002,China)

机构地区：[1]佳木斯大学附属第一医院血液科,黑龙江佳木斯154002 [2]佳木斯大学附属第一医院儿内科,黑龙江佳木斯154002

出　　处：《中国继续医学教育》2024年第13期107-111,共5页China Continuing Medical Education

基　　金：黑龙江省教育厅2021年度高等教育教学改革研究项目(SJGY20210879)。

摘　　要：目的研究以案例为基础的教学法(case based learning,CBL)和以团队为基础的教学法(team based learning,TBL)的联合教学法在儿科学教学中的应用效果。方法2021年12月—2022年1月,选择在佳木斯大学附属第一医院实习的2018级卓越医生班学生60名,根据教学方法的不同分为对照组和观察组,每组30名学生,对照组施以传统教学法,观察组施以CBL和TBL联合教学法。对比2组的教学效果。结果观察组自主学习评分中课前预习、查阅资料、知识理解、各学科联系、知识扩展、巩固与复习的分值分别为(4.20±0.61)分、(4.38±0.54)分、(4.40±0.47)分、(4.30±0.51)分、(4.13±0.55)分、(4.30±0.59)分,课堂教学效果评价项目中课堂氛围、参与主动性及积极性、与老师交流、与同学交流、课堂注意力分别为(4.01±0.66)分、(4.33±0.57)分、(4.18±0.60)分、(4.09±0.52)分、(3.87±0.64)分,均高于对照组,差异有统计学意义(P<0.05);观察组学生的SEGUE项目中沟通启动、信息收集、信息给予、理解患儿、沟通结束的分值依次为(4.50±0.39)分、(6.90±1.29)分、(3.20±0.67)分、(3.68±0.70)分、(3.70±0.58)分,对教学模式的评价条目中学习兴趣、文献查阅能力、参与的主动性、学习效率、处理分析能力、掌握重难点情况、表达和沟通能力、总结能力、师生互动、组织课堂合理性的得分依次为(9.00±0.64)分、(9.29±0.54)分、(8.88±0.68)分、(9.04±0.70)分、(9.32±0.48)分、(9.42±0.50)分、(9.11±0.73)分、(8.79±0.86)分、(8.56±1.10)分、(8.60±1.23)分,出科成绩总分为(93.31±4.32)分,均高于对照组,差异有统计学意义(P<0.05)。结论在儿科学教学中应用CBL和TBL联合教学法能够改善学生的自主学习能力,提升课堂教学效果、学生医患沟通能力,还有助于提高学生对教学模式的认可度。Objective To study the preliminary application effect of CBL and TBL combined teaching method in pediatric education.Methods From December 2021 to January 2022,a total of 60 students of Excellent Doctor Class of 2018 internship at the First Affiliated Hospital of Jiamusi University were selected and divided into control group and observation group according to different teaching methods,with 30 students in each group.The control group received traditional teaching methods,while the observation group received CBL and TBL combined teaching methods.The teaching effect of the two groups was compared.Results The scores for pre class preview,data review,knowledge understanding,interdisciplinary connections,knowledge expansion,consolidation,and review in the observation group’s self-directed learning scores were(4.20±0.61)points,(4.38±0.54)points,(4.40±0.47)points,(4.30±0.51)points,(4.13±0.55)points,and(4.30±0.59)points,respectively.In the evaluation items of classroom teaching effectiveness,the classroom atmosphere,participation initiative and enthusiasm,communication with teachers,communication with classmates,and classroom attention were(4.01±0.66)points,(4.33±0.57)points,(4.18±0.60)points,and(4.09±0.52)points,respectively.The scores of(3.87±0.64)were higher than those of the control group,and the difference was statistically significant(P<0.05).The scores for communication initiation,information collection,information giving,understanding of the child,and communication completion in the SEGUE project of the observation group students were(4.50±0.39)points,(6.90±1.29)points,(3.20±0.67)points,(3.68±0.70)points,and(3.70±0.58)points respectively.The scores for learning interest,literature review ability,participation initiative,learning efficiency,processing and analysis ability,mastery of key and difficult situations,expression and communication ability,summary ability,teacher-student interaction,and rationality of organizing the classroom in the evaluation items of the teaching mode were(9.00±0.64)p

关 键 词：儿科学 CBL TBL 实习 教学 沟通能力 自主学习 

分 类 号：G642[文化科学—高等教育学]