TBL教学模式与TBL联合PBL教学模式在骨科教学中的对比研究

目的:对比以小组为中心(TBL)教学模式与TBL联合以问题为中心(PBL)教学模式在骨科教学中的应用效果。方法:以2016年2月-2018年2月于我院骨科实习的医学实习生100例为研究对象,将其以随机数字表法分成研究组(n=50)与对照组(n=50)。对照组采用TBL教学模式进行教学,研究组则采用TBL联合PBL教学模式进行教学。两组实习生实习时间均为6周,分别比较两组实习生各项考核成绩、对教学效果的评价情况、在实际操作中出现各类错误的情况以及满意度情况。结果:研究组实习生基础知识、临床操作技能、病历书写、临床分析考核成绩均高于对照组(P0.05)。研究组实习生同意本组教学方式可有效提高临床思维、实践能力、主动学习能力、交流能力、表达能力、获取信息能力以及实习积极性的人数占比均高于对照组(P0.05)。研究组实习生清创不彻底、对无菌观念较差、专科查体不熟练、石膏固定不熟练、对患者及其家属指导不足以及病史采集或病历书写错误人数占比低于对照组(P0.05)。研究组实习生对教学方式满意度高于对照组(P0.05)。结论:TBL联合PBL教学模式在骨科教学中可提高实习生的各项考核成绩,降低实习生在实际操作中出现各类错误的概率,同时可以提高满意度,值得在骨科教学中推广应用。

Comparative Study of TBL Teaching Mode and TBL Combined with PBL Teaching Model in Orthopedics Teaching

ABSTRACT Objective: To study and compare the application effect of team-based learning (TBL) teaching mode and TBL com- bined with problen-based learning (PBL) teaching mode in orthopedics teaching. Methods: 100 medical interns who practiced in Depart- ment of orthopedics in our hospital from February 2016 to February 2018 were selected as research subjects, and they were divided into study group (n=50) and control group (n=50) according to random number table method. The control group was taught by TBL teaching mode, and the study group was taught by TBL combined with PBL teaching mode. The internship time of interns in two groups was 6 weeks. Assessment results, the evaluation of teaching effect,the various errors in the actual operation and satisfaction of interns in two groups were compared. Results: The scores of basic knowledge, clinical operation skills,medical record writing and clinical analysis of the study group were higher than those of the control group (P<0.05). The population ratios of interns agreeing that the teaching methods of this group could effectively improve the clinical thinking, practical ability, active learning ability, communication ability, expression ability, information ability and internship enthusiasm in study group were all higher than those of the control group (P<0.05). The popula- tion ratios of interns with debridement not thorough, poor aseptic concept, unskilled in physical examination, unskilled in plaster fixation, lack of guidance to the patients and their families, errors in medical history collection or medical record writing in study group were lower than those of the control group(P<0.05). The satisfaction rate of the study group was higher than that of the control group (P<0.05). Conclusion: TBL combined with PBL teaching mode can improve the assessment results of interns in orthopedics teaching, reduce the probability of all kinds of errors of interns in the actual operation, and it can improve satisfaction, which is worth popularizing and apply- ing in orthopedics teaching.