目的 探讨基于团队学习(team-based learning,TBL)教学方法在八年制临床医学专业学生医学影像学见习中的应用效果。方法 采用试验对照方法。2021年3月和2022年12月,通过便利抽样选取在北京大学第三医院放射科见习的北京大学医学部2018级和2020级八年制临床医学专业56名学生为研究对象,通过在线工具random.org/将其平均分为试验组(28人)和对照组(28人)。试验组学生采用TBL教学方法,对照组学生采用课堂讲授方法。通过课堂知识获取能力和阅片思维能力、期末考试和学生满意度问卷调查评价教学效果。采用独立样本t检验和卡方检验进行数据分析。结果 两组学生在知识获取能力、阅片思维能力评分和期末考试成绩的差异均无统计学意义[如知识获取能力评分,(108.05±7.07)分比(106.07±5.17)分,均P>0.05];试验组学生小组讨论的参与度和同伴学习效果的评分均高于对照组学生[(102.35±4.11)分比(96.37±7.03)分,P=0.006;(98.01±7.09)分比(93.27±6.09)分, P=0.014],其差异均具有统计学意义(均P<0.05)。结论 TBL教学方法在医学影像学见习教学中的应用,有助于提高学生参与度和同伴学习效果。
Objective To explore the effect of team-based learning (TBL) method in the medical imaging internship for eight-year medical students. Methods A controlled trial method was adopted. In March 2021 and December 2022, a total of 56 eight-year medical students were enrolled in 2018 and 2020 of Peking University Health Science Center who participated in the internship course in the Radiology Department of Peking University Third Hospital were selected as research subjects through convenience sampling. All students were randomly divided into experimental group(n=28) and control group (n=28) using the online tool random.org. The experimental group students used TBL teaching method, while the control group students used traditional teaching method. The knowledge acquisition ability, film reading reasoning ability and final exam and student satisfaction questionnaire survey were used to evaluate the teaching effect. The independent sample t-test or chi square test were used for statistical analyses. Results There was no significant difference in knowledge acquisition ability, film reading reasoning ability and final exam scores between students in the two teaching modes [For instance,the score of knowledge acquisition ability,(108.05±7.07) vs. (106.07±5.17),all P>0.05]. The students score of experimental group in group discussions and the effectiveness of peer learning were better than the control group [(102.35±4.11) vs. (96.37±7.03), P=0.006; (98.01±7.09) vs. (93.27±6.09), P=0.014], the differences were statistically significant (all P<0.05). Conclusions The application of TBL teaching method in medical imaging internship teaching can help to improve student participation and peer learning effect.
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