| 王熠钊,罗璨,刘雅丽,陆敏,陈红.TBL联合LBL教学在康复医学疾病教学中的应用及效果评价[J].中国康复,2026,41(3):188-192 |
| TBL联合LBL教学在康复医学疾病教学中的应用及效果评价 |
| Application and effect of TBL combined with LBL teaching in rehabilitation medicine disease teaching |
| |
| DOI：10.3870/zgkf.2026.03.012 |
| 中文关键词: TBL教学 LBL教学 康复医学 教学效果 |
| 英文关键词: TBL teaching LBL teaching Rehabilitation medicine Teaching effectiveness |
| 基金项目:湖北省卫生健康委临床医学教育教学改革研究项目（HBJG-250019）；华中科技大学同济医学院第二临床学院教学研究基金项目（2021056）；华中科技大学研究生教改项目面上项目（MS044） |
|
| 摘要点击次数: 219 |
| 全文下载次数: 147 |
| 中文摘要: |
| 目的：探讨在康复医学疾病教学中应用以团队为基础的学习（TBL）联合基于课堂的理论课学习（LBL）教学，以及不同的TBL教学与LBL教学授课时序对教学效果的影响。方法：选择在我科进行临床轮转的学员共33名，开展TBL联合LBL教学。授课内容包括脑卒中的康复（先LBL后TBL），脊髓损伤的康复（先TBL后LBL）。2次授课结束后，向学生发放问卷，并组织结课考试。问卷从学习效果、授课内容、课堂互动和总体评价等方面进行反馈；考试包括单选题、病例情景分析题和综合病例分析题，重点考察学生的基础知识掌握、临床情景分析能力和综合病例解决能力。结果：问卷结果提示，TBL联合LBL教学促进了学员在知识的记忆、应用和创造3个层次的学习；授课内容能够引起学生兴趣，课堂目标清晰，沟通效果良好，学生总体评价较好。多数学生认为TBL在LBL后进行更合适。结课考试结果显示，TBL在LBL后实施的成绩在基础知识、临床情景分析、综合病例分析及总分4个维度均显著高于TBL在LBL前实施（P<0.001）。结论：在康复医学疾病教学中，TBL联合LBL教学能够取得良好效果。授课时序对课堂效果和学习成绩均有影响，TBL在LBL后实施可能更利于促进学生的知识掌握和能力提升，为今后康复医学疾病教学课程设计提供了参考。 |
| 英文摘要: |
| Objective: To explore the application of team-based learning (TBL) combined with lecture-based learning (LBL) in rehabilitation medicine disease teaching, and to investigate the impact of different TBL and LBL teaching sequences on learning outcomes. Methods: Totally, 33 students rotating in our department were enrolled and received TBL combined with LBL teaching. The course content includes rehabilitation for stroke (first LBL then TBL) and rehabilitation for spinal cord injury (first TBL then LBL). After the two sessions, students completed a questionnaire and a final examination. The questionnaire assessed students’ feedback on learning outcomes, teaching content, classroom interaction, and overall evaluation. The examination consisted of multiple-choice questions, clinical scenario analysis questions, and a comprehensive case analysis question, aiming to evaluate students’ mastery of basic knowledge, clinical reasoning skills, and ability to solve complex cases. Results: Questionnaire results indicated that TBL combined with LBL improved students’ learning at the three levels of Bloom’s taxonomy-knowledge recall, application, and creation. The teaching content was considered interesting and appropriate in difficulty; the classroom objectives were clear, communication was effective, and overall evaluation was positive. Most students considered TBL more suitable when conducted after LBL. The final examination results showed that the scores of the sequence with TBL following LBL (stroke rehabilitation course) were significantly higher than those of the sequence with TBL preceding LBL (spinal cord injury rehabilitation course) in all four dimensions, including basic knowledge, clinical scenario analysis, comprehensive case analysis, and total scores (P<0.001). Conclusion:TBL combined with LBL demonstrated good effectiveness in rehabilitation medicine disease teaching.The teaching sequence influenced both classroom outcomes and examination performance. Implementing TBL after LBL may be more conducive to promoting students’ knowledge mastery and ability improvement, providing valuable insights for future curriculum design in rehabilitation medicine education. |
|
查看全文
下载PDF阅读器 HTML全文 |
| 关闭 |
|
|
|
