中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (4): 289-292.DOI: 10.3760/cma.j.issn.1673-677X.2019.04.012

• 临床教学 • 上一篇    下一篇

基于团队学习联合团队纠错式教学方法在无菌术教学中的应用

林秀华1, 欧荣文2, 翁山耕2, 林雅铃1, 林春1, 沈建箴1   

  1. 1福建医科大学临床技能教学中心,福州 350108;
    2福建医科大学附属第一医院肝胆胰外科,福州 350005
  • 收稿日期:2018-06-19 发布日期:2020-12-11
  • 通讯作者: 沈建箴,Email:Doctorsjz@163.com,电话:0591-83357896
  • 作者简介:林秀华和欧荣文对本文有同等贡献

Application effect of team-based learning combined with error correction teaching in aseptic teaching

Lin Xiuhua1, Ou Rongwen2, Weng Shangeng2, Lin Yaling1, Lin Chun1, Shen Jianzhen1   

  1. 1Clinical Skill Teaching Center of Fujian Medical University, Fuzhou 350108, China;
    2Department of Hepatobiliary Pancreas Surgery, The First Affiliated Hospital of Fujian Medical University, Fuzhou 350005, China
  • Received:2018-06-19 Published:2020-12-11
  • Contact: Shen Jianzhen, Email:Doctorsjz@163.com, Tel: 0086-591-83357896
  • About author:Lin Xiuhua and Ou Rongwen are contributed equally to the article

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摘要： 目的 评价基于团队学习(team-based learning, TBL)联合团队纠错式教学方法在无菌术教学中的应用效果。方法 本研究采用实验对照方法。选取福建医科大学2015级“5+3”一体化临床医学专业108名学生为研究对象,并将其分为实验组和对照组。实验组学生采用TBL联合团队纠错式教学方法,对照组学生采用TBL联合传统教学方法。比较两组学生的理论成绩、无菌技能考核成绩和无菌术临床实际应用成绩。采用自编问卷调查两组学生对教学的满意度。结果 实验组和对照组学生在理论[(84.5±5.9)分比(78.5±9.4)分,t=6.13,P<0.01],洗手[(90.8±2.7)分比(87.1±1.6)分,t=8.83,P<0.01],穿衣、戴手套[(92.2±3.0)分比(86.4±2.3)分,t=11.45,P<0.01],消毒、铺巾[(92.0±2.9)分比(87.4±1.4)分,t=10.53,P<0.01],阑尾切除术无菌技能考核[(9.2±0.8)分比(8.7±0.7)分,t=2.01,P<0.05]上的成绩差异均具有统计学意义。问卷调查结果显示,在增强自学能力和增进团队合作方面,实验组学生对其教学方法的认可度高于对照组学生。结论 TBL联合团队纠错式教学方法,能够在一定程度上提高学生无菌术的理论水平、技能操作水平和临床实际应用能力,学生的满意度较高,可以尝试在无菌术教学中推广应用。

关键词: 基于团队学习, 团队纠错式教学方法, 无菌术, 医学生

Abstract: Objective To evaluate application effect of team-based learning (TBL) combined with error correction teaching in aseptic teaching. Methods Experimental control method was used. One hundred and eighty students from “5+3” clinical medicine enrolled in 2015 in Fujian Medical University were selected and randomly divided into two groups. TBL combined with team error correction teaching method was used in the experimental group, TBL combined with traditional teaching method was used in the control group. The theoretical results, aseptic performance and clinical application of aseptic technique were compared between the two groups. The satisfaction of two groups of students was surveyed by self-complied questionnaires. Results The differences between two groups in theory scores(84.5±5.9 vs 78.5±9.4, t=6.13, P<0.01), hand washing(90.8±2.7 vs 87.1±1.6, t=8.83, P<0.01), wearing clothes and gloves (92.2±3.0 vs 86.4±2.3, t=11.45, P<0.01), sterilizing and operating drape (92.0±2.9 vs 87.4±1.4, t=10.53, P<0.01), test of aseptic skill in appendectomy(9.2±0.8 vs 8.7±0.7, t=2.01, P<0.05) all have statistical meanings. The results of questionnaires showed that, in enhancing self-learning ability and team cooperation, experimental group had better recognition than that of the control group. Conclusions TBL combined with error correction teaching method can improve the theoretical level and clinical performance, to a certain extent. The students' satisfaction toward TBL combined with error correction is high, and it worth to use more in future aseptic teaching.

Key words: Team-based learning, Team error correction teaching, Aseptic, Medical student

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