TBL教学模式在肌肉骨骼康复学临床见习教学满意度及学生综合能力评分应用价值探索  

Exploration of the Application Value of TBL Teaching Mode in the Satis⁃faction of Clinical Probation Teaching of Musculoskeletal Rehabilitation and the Score of Students'Comprehensive Ability

作　　者：韩强 张奕 谢紫瑄 刘锐锐 HAN Qiang;ZHANG Yi;XIE Zixuan;LIU Ruirui(Department of Rehabilitation Medicine,The Seventh Affiliated Hospital of Xinjiang Medical University,Urumqi 830028,Xinjiang Uygur Autonomous Region,China;Department of Pharmacy,the Seventh Affiliated Hospital of Xinjiang Medical University,Urumqi,830028,Xinjiang Uygur Autonomous Region,China)

机构地区：[1]新疆医科大学第七附属医院康复医学科,新疆维吾尔自治区乌鲁木齐830028 [2]新疆医科大学第七附属医院药学部,新疆维吾尔自治区乌鲁木齐830028

出　　处：《中国卫生产业》2024年第21期199-202,共4页China Health Industry

摘　　要：目的 探索肌肉骨骼康复学临床见习中不同教学模式发挥的价值性。方法 选取2022年6月—2024年6月在新疆医科大学第七附属医院康复医学科见习的98名学生作为研究对象,根据教学模式不同分为两组,各49名。2022年6月—2023年6月采取传统教学设为传统组;2023年7月—2024年6月采取以团队为基础的学习(team-based learning,TBL)教学设为TBL组。比较两组教学质量、综合能力、考核成绩、教学满意度。结果 TBL组课堂气氛为(8.12±1.35)分、教学态度为(8.10±1.38)分、师生互动为(8.22±0.31)分、临床实践为(7.94±1.07)分,均高于传统组的(6.78±0.43)分、(5.94±1.21)分、(6.24±0.22)分、(5.47±0.71)分,差异有统计学意义(t=6.620、8.238、34.461、13.464,P均<0.05)。TBL组解剖学知识的理解力、临床思维能力、主动学习积极性、解决临床问题能力、口头表达能力、期待临床实习、团队合作能力评分较传统组更高,差异有统计学意义(P均<0.05)。TBL组理论知识、临床实践和病例分析评分较传统组更高,差异有统计学意义(P均<0.05)。TBL组教学满意度较传统组更高,差异有统计学意义(P均<0.05)。结论 TBL教学模式在肌肉骨骼康复学临床见习教学中效果显著,保证教学质量和效果,还可全面提升学生综合能力,获得学生的高度评价。Objective To explore the value of different teaching modes in clinical probation of musculoskeletal reha⁃bilitation.Methods From June 2022 to June 2024,ninety-eight students in the Department of Rehabilitation Medi⁃cine of The Seventh Affiliated Hospital of Xinjiang Medical University were selected as the research objects.Accord⁃ing to the different teaching modes,they were divided into two groups,forty-nine in each group.From June 2022 to June 2023,traditional teaching was adopted as the traditional group;from July 2023 to June 2024,team-based learn⁃ing(TBL)teaching was adopted as TBL group.The teaching quality,comprehensive ability,assessment results and teaching satisfaction of the two groups were compared.Results The scores of classroom atmosphere,teaching attitude,teacher-student interaction and clinical practice evaluation in TBL group were 8.12±1.35,8.10±1.38,8.22±0.31 and 7.94±1.07,which were higher than 6.78±0.43,5.94±1.21,6.24±0.22,and 5.47±0.71 in the traditional group,and the differences were statistically significant(t=6.620,8.238,34.461,13.464,all P<0.05).The scores of understanding of anatomical knowledge,clinical thinking ability,active learning enthusiasm,ability to solve clinical problems,oral ex⁃pression ability,expectation of clinical practice and teamwork ability in the TBL group were higher than those in the traditional group,and the differences were statistically significant(all P<0.05).The scores of theoretical knowledge,clinical practice and case analysis in the TBL group were higher than those in the traditional group,and the differ⁃ences were statistically significant(all P<0.05).The teaching satisfaction of the TBL group was higher than that of the traditional group,and the difference was statistically significant(P<0.05).Conclusion TBL teaching mode has a sig⁃nificant effect in clinical probation teaching of musculoskeletal rehabilitation.It can not only ensure the quality and ef⁃fect of teaching,but also comprehensively improve students'comprehensive ability a

关 键 词：以团队为基础的学习 肌肉骨骼康复学 教学效果 教学满意度 综合能力 

分 类 号：R4[医药卫生—临床医学] G642[文化科学—高等教育学]