TBL教学法培养医学生临床思维能力的评价

发布时间：2018-01-30 00:58

本文关键词： 教学方法以团队为基础的学习临床思维能力教学效果　出处：《现代医药卫生》2015年24期 　论文类型：期刊论文

【摘要】：目的评价在病理生理学教学中采用以团队为基础的学习(TBL)教学法培养学生临床思维能力的效果,探索符合本科医学教育培养目标的教学模式。方法随机选取该校2012级临床医学专业本科2个大班学生237名,1个大班为研究组(采用TBL教学法)119人;1个大班为对照组(采用传统教学法)118人。TBL教学结束后对研究组学生进行问卷调查,并对两组学生期末考试病例分析题成绩进行比较。结果研究组多数学生认为,TBL教学法不仅调动了学习的积极性、促进自主学习,而且提高了团队合作意识及应用知识分析和解决实际问题的能力。研究组学生期末考试病例分析题成绩[(9.08±2.67)分]明显高于对照组[(8.08±2.84)分],差异有统计学意义(t=2.809,P=0.005)。结论 TBL教学法有助于提高学生的自主学习、培养学生的临床思维能力,是符合本科医学教育培养目标要求的教学模式。
[Abstract]:Objective to evaluate the effect of team based learning (TBL) in pathophysiology teaching on the cultivation of students' clinical thinking ability. Methods 237 students in two large classes of clinical medicine major in 2012 were randomly selected. One large class was in the study group (using TBL teaching method); A large class as the control group (118 students using traditional teaching method. TBL teaching end of the study group students conducted a questionnaire survey. Results the majority of the students in the study group thought that the TBL teaching method not only aroused the enthusiasm of learning, but also promoted autonomous learning. It also improves the sense of teamwork and the ability of applying knowledge analysis and solving practical problems. [The score of 9.08 卤2.67) was significantly higher than that of the control group. [The difference was significant (P < 2.809). Conclusion TBL teaching method is helpful to improve students' autonomous learning. Cultivating students' clinical thinking ability is a teaching mode which meets the requirements of undergraduate medical education.
【作者单位】：右江民族医学院病理生理学教研室;
【基金】：2013年右江民族医学院课程教学方法改革专项课题项目基金资助项目(JGZB2013-09)
【分类号】：R-4;G642.4
【正文快照】： 2008年9月国家教育部、卫计委印发的《本科医学教育标准-临床医学专业(试行)》指出,本科医学教育的根本任务是培养具备初步临床能力、终生学习能力和良好职业素质的医学毕业生,为学生毕业后继续深造和在各类卫生保健系统执业奠定必要的基础。临床思维是临床能力的重要组成部分

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