大连医科大学学报
大連醫科大學學報
대련의과대학학보
JOURNAL OF DALIAN MEDICAL UNIVERSITY
2015年
1期
81-84
,共4页
董岩%李淑霞%周涛%刘基巍%高亚杰
董巖%李淑霞%週濤%劉基巍%高亞傑
동암%리숙하%주도%류기외%고아걸
TBL教学%PBL教学%研究生教学%医学教育
TBL教學%PBL教學%研究生教學%醫學教育
TBL교학%PBL교학%연구생교학%의학교육
TBL teaching%PBL teaching%postgraduate teaching%medical education
目的:探讨在研究生临床教学中以团队为基础教学法( TBL)结合以问题为基础教学法( PBL)的优势。方法以大连医科大学肿瘤学2011级三年制硕士研究生为对象,随机分成两组:TBL组(试验组)和PBL组(对照组),其中TBL组20人,PBL组21人,分别进行TBL和PBL教学。两组成绩均包括讨论计分和考试计分,结合期中和期末两次对学生和教师的问卷调查,综合评价两组的教学效果。结果 TBL组的课堂讨论成绩明显高于PBL组,但两组总成绩无明显差异。学生对教学的评价提示TBL组在多项评价项目中优于PBL组。教师对教学的评价也显示TBL教学更具挑战性,更能调动学生的积极性,提高效率。结论 TBL弥补了PBL教学的不足,在肿瘤科PBL临床教学中的运用和实施TBL教学法,更有利于培养团队精神,提高学习效率,诱导创新思维,值得进一步实践推广。
目的:探討在研究生臨床教學中以糰隊為基礎教學法( TBL)結閤以問題為基礎教學法( PBL)的優勢。方法以大連醫科大學腫瘤學2011級三年製碩士研究生為對象,隨機分成兩組:TBL組(試驗組)和PBL組(對照組),其中TBL組20人,PBL組21人,分彆進行TBL和PBL教學。兩組成績均包括討論計分和攷試計分,結閤期中和期末兩次對學生和教師的問捲調查,綜閤評價兩組的教學效果。結果 TBL組的課堂討論成績明顯高于PBL組,但兩組總成績無明顯差異。學生對教學的評價提示TBL組在多項評價項目中優于PBL組。教師對教學的評價也顯示TBL教學更具挑戰性,更能調動學生的積極性,提高效率。結論 TBL瀰補瞭PBL教學的不足,在腫瘤科PBL臨床教學中的運用和實施TBL教學法,更有利于培養糰隊精神,提高學習效率,誘導創新思維,值得進一步實踐推廣。
목적:탐토재연구생림상교학중이단대위기출교학법( TBL)결합이문제위기출교학법( PBL)적우세。방법이대련의과대학종류학2011급삼년제석사연구생위대상,수궤분성량조:TBL조(시험조)화PBL조(대조조),기중TBL조20인,PBL조21인,분별진행TBL화PBL교학。량조성적균포괄토론계분화고시계분,결합기중화기말량차대학생화교사적문권조사,종합평개량조적교학효과。결과 TBL조적과당토론성적명현고우PBL조,단량조총성적무명현차이。학생대교학적평개제시TBL조재다항평개항목중우우PBL조。교사대교학적평개야현시TBL교학경구도전성,경능조동학생적적겁성,제고효솔。결론 TBL미보료PBL교학적불족,재종류과PBL림상교학중적운용화실시TBL교학법,경유리우배양단대정신,제고학습효솔,유도창신사유,치득진일보실천추엄。
Objective To investigate the advantage of the team-based pedagogy ( TBL) combined with problem-based teaching ( PBL) in the graduate's clinical-teaching.Methods The study took the 2011 session graduate of Oncology in Dalian Medical University as objects.The students were randomly divided into two groups: TBL group ( experimental group) and the PBL group ( control group) , who received TBL and PBL teaching, respectively.There were 20 students in TBL group and 21 students in PBL group.The results of discussion and examination scoring, combined midterm with final surveys of the students and the teachers were used to evaluate the effect.Results The TBL group had higher scores than the PBL group;but there was no significant difference between the two groups.The student's evaluation to the teachers and the teachers'self-assessment indicated that the role of teachers was more likely from the boot turn towards partnership.The TBL mode more likely developed the students'interest in learning.Conclusion The TBL remedy compensates the PBL.Use of PBL and TBL in the Oncology helps to culture the teamwork, to improve learning efficiency, and to induce creative thinking, and is worthy of further promotion practices.