|
| CP结合TBL教学法在关节运动医学临床实习带教中的应用 |
| Application of clinical pathway combined with team based learning?method in clinical practical teaching of joint sports medici |
| 投稿时间：2021-09-27 修订日期：2023-11-12 |
| DOI： |
| 中文关键词: 临床教学；路径；TBL法；LBL法；关节外科 |
| 英文关键词: Clinical teaching ; Clinical pathway; Team based learning?; Lecture based learning; Joint surgery |
| 基金项目:]2020 年度济宁医学院实践教学教育科学研究课题(JYSJ2020B16) |
| 作者 | 单位 | 邮编 | | 戴金良 | 济宁医学院附属滕州市中心人民医院 | 277599 | | 陈娟* | 济宁医学院附属滕州市中心人民医院 | 277599 | | 张建 | 济宁医学院附属滕州市中心人民医院 | | | 康立新 | 济宁医学院附属滕州市中心人民医院 | |
|
| 摘要点击次数: 151 |
| 全文下载次数: 0 |
| 中文摘要: |
| 摘要 目的：研究临床路径（Clinical pathway，CP）、团队教学法（Team based Learning?，TBL教学法）在教学过程中所产生的影响。方法：选取我院80名实习医生开展研究，基于运用教法的区别，将实习医生分成对照组和观察组，对照组是选择LBL（Lecture based Learning，LBL教学方法）教学方法结合多媒体辅助教学法，观察组在对照组的基础上运用CP结合TBL教学法，实习结束后比较两组实习医生出科考试成绩及满意度调查，评价关节运动医学临床教学效果。结果：对照组理论成绩（38.70±3.32）分、临床技能成绩（36.90±2.89）分、出科考试总成绩（75.60±3.75）低于观察组术理论成绩（43.53±3.08）分、临床技能成绩（40.83±3.59）分、出科考试总成绩（84.35±4.76）分，差异有统计学意义(t=6.736，P<0.000；t=5.390，P<0.000；t=9.124，P<0.000）。满意度调查发现CP结合TBL教学法总认可度（92.5%）优于LBL结合多媒体辅助教学法（72.5%）（χ2值=6.556，P＜ 0.05），差异有统计学意义。结论：CP联合TBL法有助于实现更加理想的学习效率、认可度，在教学活动中还有较为理想的运用效果。 |
| 英文摘要: |
| Abstract Objective To influence the effect of clinical pathway (CP) and team based learning (TBL) in the practical teaching of joint sports medicine. Methods 80 students of clinical medicine major in Ji ning Medical College were selected as the research objects. According to different teaching methods, the students were divided into the control group and the observation group. The control group adopted traditional teaching method （LBL）combined with multimedia assisted teaching method, and the observation group adopted CP combined with TBL teaching method basis of the control group. After the internship, the scores of the two groups were compared, and the teaching effect was evaluated through satisfaction survey. Results The theoretical score (38.70 ± 3.32), clinical skill score (36.90 ± 2.89), and total score of the entrance examination (75.60 ± 3.75) in the control group were lower than those in the observation group (43.53 ± 3.08), clinical skill score (40.83 ± 3.59), and total score of the entrance examination (84.35 ± 4.76), with statistically significant differences (t=6.736，P<0.000；t=5.390，P<0.000；t=9.124，P<0.000). with statistically significant differences; And the satisfaction survey found that the total recognition rate of CP combined with TBL teaching method (92.5%) is better than LBL combined with multimedia assisted teaching method (72.5%)（ χ 2 values=6.556, P<0.05), with statistically significant differences.Conclusion CP combined with TBL teaching method can improve the learning efficiency and recognition, and has an ideal application effect in teaching activities. |
|
View Fulltext
查看/发表评论 下载PDF阅读器 |
