[1]刘渊,孙雪莲△.PBL联合TBL实践教学法在中医筋伤学临床教学中的应用[J].西部中医药,2018,31(01):48-50.
　LIU Yuan,SUN Xuelian.Application of PBL Combined with TBL Practical Teaching to Clinical Teaching of TCM Soft Tissue Injury[J].Western Journal of Traditional Chinese Medicine,2018,31(01):48-50.
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PBL联合TBL实践教学法在中医筋伤学临床教学中的应用()
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《西部中医药》[ISSN:2096-9600/CN:62-1204/R]

卷:
31
期数:
2018年01期
页码:
48-50
栏目:
出版日期:
2018-01-07

文章信息/Info

Title:
Application of PBL Combined with TBL Practical Teaching to Clinical Teaching of TCM Soft Tissue Injury
文章编号:
1004-6852(2018)01-0048-03
作者:
刘渊，孙雪莲△
广西中医药大学，广西 南宁 530001
Author(s):
LIU Yuan, SUN Xuelian△
Guangxi University of Chinese Medicine, Nanning 530001, China
关键词:
实践教学法; 中医筋伤学; 探索和评价
Keywords:
practice teaching;  TCM soft tissue injury;  exploration and assessment
分类号:
R274
文献标志码:
A
摘要:
目的：探讨以问题为基础的教学法(PBL)结合以团队为基础教学法(TBL)在中医筋伤学临床教学中的应用效果。方法：将广西中医药大学中医骨伤专业学生88名随机分为实验组(44人)和对照组(44人)，实验组采用PBL+TBL教学模式，对照组采用PBL教学模式，通过理论考试及问卷调查评价2组教学效果。结果：总成绩及理论成绩2组比较差异无统计学意义(P＞0.05)，而临床交流成绩实验组高于对照组，差异有统计学意义(P=0.002)。实验组在临床教学(思维辩证、整体操作、克服困难)，自主学习(发现能力、汇总总结)，小组合作(互动交流、领导能力、活跃比度)，医患沟通(询问得体)4方面的多项能力表现优于对照组(P＜0.05)。实验组90.7%同学认为可通过自学结合团队交流快速掌握中医筋伤学临床实践过程，对照组有82.3%学生认为PBL教学模式能够锻炼学习能力，但其中71.5%的学生认为学习效率较低。结论：PBL联合TBL实践教学法能提高中医筋伤学临床教学教学效果和学习效率，更能有效地发展和保持学生的学习兴趣。
Abstract:
Objective: To discuss the effects of problem-based learning (PBL) combined with team-based learning (TBL) basic teaching method applied to clinical teaching of TCM soft tissue injury. Methods: All 88 students majored in TCM bone fracture of Guangxi University of Chinese Medicine were randomized into the experiment group (44 persons) and the control group(44 persons). The experiment group accepted PBL and TBL teaching model, and the control group PBL teaching model, teaching effects of both groups were assessed by theoretical exam and questionnaires. Results: The difference had no statistical meaning in the comparisons of total scores and theoretical scores between both groups (P＞0.05), while the experiment group was higher than the control group in the scores of clinical communication, and the difference was statistically significant (P=0.002). The results of the survey showed that the experiment group was superior to the control group in many kinds of performance ability such as clinical teaching (dialectical thinking, integrated operation and overcoming difficulties), autonomic learning (the ability of finding, summarizing), team cooperation (interaction, leadership and activity degree) and doctor-patient communication (asking properly) (P<0.05). 90.7% of the students in the experiement group thought that they could rapidly grasp the course of clinical practice by autonomic learning and team communication, 82.3% of the students in the control group thought that PBL teaching model could train learning ability, but 71.5% thought that learning efficiency was lower. Conclusion: PBL combined with TBL practice teaching method could improve clinical teaching effects and learning efficiency of TCM soft tissue injury clinical teaching, develop and keep students' learning interest more effectively.

备注/Memo

备注/Memo:
收稿日期：2017-02-28 *基金项目：广西壮族自治区教育厅2016年高等教育本科教学改革工程项目(编号2016JGB263)。 作者简介：刘渊(1980—)，男，博士学位，讲师。研究方向：脊柱及骨关节疾病的中医药防治。 △通讯作者：孙雪莲(1980—)，女，博士学位，讲师。研究方向：骨与关节疾病的中药药理学研究。
更新日期/Last Update: 2018-01-15