目的 探讨TBL教学法在物理治疗学教学资源库建设中的应用效果。方法 选取我校康复治疗学专业2013级和2014级各60名学生为研究对象,分别作为传统教学组和试验教学组,传统教学组采用传统教学方法,试验教学组在传统教学方法的基础上,采用TBL教学法参与教学资源库建设的方式来完成教学。学期结束对学生进行实践技能、理论考试及问卷调查评估。结果 在牵引疗法的考核中,两组实践技能成绩无差异(P＞0.05),其它项目试验教学组实践技能成绩均高于传统教学组(p＜0.05)。试验教学组理论考试成绩高于传统教学组,对教学的满意度也更高。结论 采用TBL教学法建设物理治疗学教学资源库,不仅能提高教学效果,而且有助于加快实践教学资源库的建设。

Objective To explore the application effect of TBL teaching method in the construction of physiotherapy teaching resources library. Methods We selected 60 students from the 2013 and 2014 grades of rehabilitation therapy in our school respectively, who were used the traditional teaching method group and the experimental teaching method group. The traditional teaching method group adopted the traditional teaching method. The experimental teaching method group was based on the traditional teaching methods, and used TBL to participate in the construction of a teaching resource library. At the end of the semester, students will be assessed on practical skills, theoretical examinations, and questionnaire surveys. Results In the assessment of traction therapy, there was no significant difference in the performance of the two groups (P>0.05). The other experimental skills of the experimental teaching group were better than those of the traditional teaching group (p<0.05). Theoretical test scores of experimental teaching group are higher than the traditional one, and satisfaction with teaching is also higher than the latter. Conclusion Using TBL teaching method to build a library of physiotherapy teaching resources may not only improve the teaching effect, but also help to speed up the construction of practical teaching resources.

目的 探讨TBL(Team-Based Learning)教学在临床实践教学中的应用效果。方法 将2015年外科实习学生分为应用传统教学的对照组与应用TBL教学的实验组,教学效果采用出科考核成绩、实习效果调查和TBL教学法可行性调查问卷进行评估。结果 两组学生出科考核成绩无明显差异, TBL有助于提高学生解决临床问题的综合能力、课堂参与度、自觉知识掌握度、实习满意度。结论 TBL可以增强学生主动思考学习、团队协作能力,在临床实践教学中切实可行。

Objective To explore the application effect of TBL (Teaching Team-Based Learning) in clinical practice teaching. Methods The surgical internship students of the year 2015 were divided into the control group with traditional teaching and the experimental group with TBL teaching. The teaching effect was evaluated by the examination results, the internship effect survey and the TBL pedagogical feasibility questionnaire. Results There was no significant difference between the two groups in their test scores. TBL helped to improve students' comprehensive ability to solve clinical problems, classroom participation, degree of self-knowledge and internship satisfaction. Conclusion TBL may enhance students' ability of active thinking and learning, teamwork and practicing in clinical practice teaching.