| Application and effect of TBL combined with LBL teaching in rehabilitation medicine disease teaching |
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| DOI：10.3870/zgkf.2026.03.012 |
| EN KeyWords: TBL teaching LBL teaching Rehabilitation medicine Teaching effectiveness |
| Fund Project: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） |
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| EN Abstract: |
| 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. |
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