中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (11): 839-842.DOI: 10.3760/cma.j.issn.1673-677X.2019.11.009

• 临床教学 • 上一篇    下一篇

基于团队学习教学方法在肾脏病学见习教学中的应用

蔡宏1, 郦忆2, 张伟明1, 倪兆慧1, 邵莉3   

  1. 1上海交通大学医学院附属仁济医院肾脏科 200127;
    2上海交通大学医学院上海渥太华联合医学院教务科 200127;
    3上海交通大学医学院教务处 200025
  • 收稿日期:2018-12-10 出版日期:2019-11-01 发布日期:2020-12-09
  • 通讯作者: 郦忆,Email:liyi@Renji.com,电话:021-68385508
  • 基金资助:
    上海市哲学社会科学规划教育学一般项目(C18109)

Application of team-based learning in nephrology probation for undergraduate

Cai Hong1, Li Yi2, Zhang Weiming1, Ni Zhaohui1, Shao Li3   

  1. 1Department of Nephrology,Renji Hospital,Shanghai Jiao Tong University School of Medicine,Shanghai 200127,China;
    2Academic Affairs Office,Ottawa-Shanghai Joint School of Medicine,Shanghai Jiao Tong University School of Medicine,Shanghai 200127,China;
    3Academic Affairs Office,Shanghai Jiao Tong University School of Medicine,Shanghai 200025,China
  • Received:2018-12-10 Online:2019-11-01 Published:2020-12-09
  • Contact: Li Yi,Email:liyi@Renji.com,Tel:0086-21-68385508

PDF (PC)

27

摘要： 目的 探讨基于团队学习(team-basedlearing,TBL)教学方法在肾脏病学见习教学中的应用效果。方法 2013年11月~12月,选取上海交通大学医学院2010级五年制临床医学专业53名学生为研究对象,采取简单随机抽样方法将其分为实验组(26人)和对照组(27人)。实验组采用TBL教学方法,对照组采用基于讲授学习(lecturebasedlearning,LBL)教学方法。教学结束后,比较两组学生理论考试成绩,并对实验组学生进行问卷调查以评价其教学方法。结果 肾脏病学理论考试,实验组学生成绩为(80.08±7.92)分,对照组学生成绩为(77.81±11.41)分,两组差异无统计学意义(t=1.04,P=0.823)。见习后实验组Ⅰ区学生的肾脏病学理论考试成绩[(70.00±5.76)分]高于对照组学生[(61.43±4.35)分(t=3.06,P=0.011)],两组差异具有统计学意义。问卷调查结果显示,18个问题是正得分,“团队测试中的讨论可以让我对知识的理解有明显的提高”得分最高为1.62分,“我可以非常容易地完成课前预习并理解相关内容”得分最低为-0.85分。结论 在肾脏病学见习教学中,TBL教学方法可以有效帮助基础较薄弱学生更好地掌握知识,但预习对学生有一定的难度。

关键词: 基于团队学习, 肾脏病学, 基于讲授学习, 见习, 教学方法

Abstract: Objective To investigate the effect of applying of team-based learing(TBL) teaching mode in nephrology probation for undergraduates.Methods From November 2013 to December 2013,fifty-three undergraduate medical students in 2010 from Shanghai Jiao Tong University School of Medicine were divided into experimental group and control group by simple random sampling method;twenty-six student were in the experimental group with TBL teaching;twenty-seven students were in the control group with lecture-based learning(LBL) teaching.Two groups of students were evaluated for the learning outcome through the results of unit test and questionnaire survey of nephrology after the course of nephrology.Results There is no difference between the exam results of nephrology for experimental group and control group[(80.08±7.92) vs (77.81±11.41),t=1.04,P=0.823].Students in experimental Ⅰ group got the higher score of (70.00±5.76) than (61.43±4.35) in control group.The difference is significant between the two groups (t=3.06,P=0.011).The results of questionnaires showed that,eighteen items on the feedback questionnaire were positively rated.The highest scoring item was 1.62 about “The group discussions allowed me to improve my understanding of concepts”.The lowest score was -0.85 about “I found it easy to complete the pre-session reading”.Conclusions TBL teaching model can effectively help drop-behined students better access to knowledge in nephrology probation for undergraduate.But preview is difficult for students.

Key words: Team-based learing, Nephrology, Lecture-based learning, Probation, Teaching method

中图分类号: