【摘要】 目的了解以团队为基础的教学(team-based learning,TBL)联合以传统授课为基础的教学(lecture-based leaning,LBL)在全科医学概论课程中的应用效果,以提高本学科教学水平,增强学生学习兴趣,培养学生学习能力。方法于2013年11月,选取首都医科大学2010级临床医学专业两个定向班的61名学生作为研究对象。其中一班33人,采用LBL+TBL教学方法,为LBL+TBL组;二班28人,采用LBL教学方法,为LBL组。两组均教授3个学时的"以家庭为单位的照顾"课程,比较两组的教学效果。结果 LBL+TBL组团队测试正确率优于个人测试,差异有统计学意义(P<0.05);LBL+TBL组在教学过程中,课堂气氛活跃,学生积极参与发言;LBL+TBL组与LBL组出科测试成绩比较,单选题测试得分差异无统计学意义(P>0.05),综合题测试得分差异有统计学意义(P<0.05)。结论 LBL+TBL双轨模式教学法在全科医学概论课程教育中应用效果良好,但具体操作方式仍需进一步探讨。更多还原

【Abstract】 Objective To verify the application effect of Team- based Learning( TBL) combined with Lecture-based Learning( LBL) in the course of " General Practice" and supply some advices on how to enhance teaching level and the students’ interest and ability in learning. Methods 61 students were picked up in November 2013 from two oriented classes in grade 2010,clinical medicine speciality,Capital Medical University. LBL + TBL method was applied in trial group including 33 students of class one and LBL method used in control group including 28 students of class two. The course of " family- oriented primary care" which spent 3 class hours was implemented in two groups respectively and then the teaching results were compared. Results The correct rate of team- work test was higher than that of individual,with significance( P < 0. 05). The classroom atmosphere was more inspired and students are more actively involved in classroom activities in LBL + TBL group. The difference of scores between the two groups was not significant in mono- choice tests( P > 0. 05) but was significant in comprehensive test( P < 0. 05). Conclusion LBL + TBL method has better application effect in teaching of general practice but needs further discussion on the practical usage.更多还原