CAJ | 학술논문

目的：研究以团队为基础的学习（team-based learning, TBL）结合情境教学在预选卫生士官常见疾病教学中的应用成效。方法将200名学员随机等分为两组（每组100名学员），教学内容均为高原病和高血压两个章节，对照组（LBL组）学员按照传统方法教学；实验组（TBL组）学员则采用小组学习讨论结合情境教学，由教师提前拟定预习提纲及思考题，学员在课堂上以小组为单位开展讨论，并应用典型病例进行情境模拟。教学完成后，两组学员均采用成绩考核和问卷调查两种方式评估教学效果。结果 TBL组与LBL组相比，学员理论考核分数明显提高（88.90±5.28 vs.76.10±5.12，P＜0.05），教师对学员的满意度评分也较高（8.63±0.85 vs.7.18±0.72，P＜0.05）。结论 TBL成效好，有助于提高学生学习兴趣和自学能力，培养其分析解决问题的能力，加强其沟通能力和团队协作精神。
목적：연구이단대위기출적학습（team-based learning, TBL）결합정경교학재예선위생사관상견질병교학중적응용성효。방법장200명학원수궤등분위량조（매조100명학원），교학내용균위고원병화고혈압량개장절，대조조（LBL조）학원안조전통방법교학；실험조（TBL조）학원칙채용소조학습토론결합정경교학，유교사제전의정예습제강급사고제，학원재과당상이소조위단위개전토론，병응용전형병례진행정경모의。교학완성후，량조학원균채용성적고핵화문권조사량충방식평고교학효과。결과 TBL조여LBL조상비，학원이론고핵분수명현제고（88.90±5.28 vs.76.10±5.12，P＜0.05），교사대학원적만의도평분야교고（8.63±0.85 vs.7.18±0.72，P＜0.05）。결론 TBL성효호，유조우제고학생학습흥취화자학능력，배양기분석해결문제적능력，가강기구통능력화단대협작정신。
Objective To explore the comparative advantage of Team based learning (TBL) in common diseases teaching among pre-selected trainees for medical non-commissioned officer. Methods 200 trainees were randomly divided into two groups of equal size (each having 100 trainees), one TBL group and another lecture based learning (LBL) group as the control group. The teaching content was both Chapters of High Altitude Illness and Hypertension. In the LBL control group, the traditional lec-ture based teaching and learning manner was followed. In contrast, the trainees in the TBL group were assigned pre-lecture self-learning outline and questions to discuss in advance, team-based group dis-cussion was conducted, and scene simulation with typical disease case analysis were adopted in class. In both groups, the teaching effectiveness were evaluated by both exam test and questionnaire manner. Results It turned out the team based learning model resulted in significantly improved overall trainee assessment scores (88.90 ± 5.28 vs. 76.10 ± 5.12, P<0.05) and higher overall teacher satisfaction scores (8.63 ± 0.85 vs 7.18 ± 0.72, P<0.05), compared to the LBL group. Conclusion TBL model is more effective in improving trainees' capabilities of cultivating team work spirit, self-confidence, learn-ing enthusiasm, problem analysis and knowledge application. TBL model significantly brings more advantage in teaching pre-selected trainees for medical non-commissioned officer.