【摘要】 目的探讨在研究生临床教学中以团队为基础教学法(TBL)结合以问题为基础教学法(PBL)的优势。方法以大连医科大学肿瘤学2011级三年制硕士研究生为对象,随机分成两组:TBL组(试验组)和PBL组(对照组),其中TBL组20人,PBL组21人,分别进行TBL和PBL教学。两组成绩均包括讨论计分和考试计分,结合期中和期末两次对学生和教师的问卷调查,综合评价两组的教学效果。结果 TBL组的课堂讨论成绩明显高于PBL组,但两组总成绩无明显差异。学生对教学的评价提示TBL组在多项评价项目中优于PBL组。教师对教学的评价也显示TBL教学更具挑战性,更能调动学生的积极性,提高效率。结论 TBL弥补了PBL教学的不足,在肿瘤科PBL临床教学中的运用和实施TBL教学法,更有利于培养团队精神,提高学习效率,诱导创新思维,值得进一步实践推广。更多还原

【Abstract】 Objective To investigate the advantage of the team- based pedagogy( TBL) combined with problem- based teaching( PBL) in the graduate’s clinical- teaching. Methods The study took the 2011 session graduate of Oncology in Dalian Medical University as objects. The students were randomly divided into two groups: TBL group( experimental group) and the PBL group( control group),who received TBL and PBL teaching,respectively. There were 20 students in TBL group and 21 students in PBL group. The results of discussion and examination scoring,combined midterm with final surveys of the students and the teachers were used to evaluate the effect. Results The TBL group had higher scores than the PBL group; but there was no significant difference between the two groups. The student’s evaluation to the teachers and the teachers’ self- assessment indicated that the role of teachers was more likely from the boot turn towards partnership. The TBL mode more likely developed the students’ interest in learning. Conclusion The TBL remedy compensates the PBL. Use of PBL and TBL in the Oncology helps to culture the teamwork,to improve learning efficiency,and to induce creative thinking,and is worthy of further promotion practices.更多还原