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|本期目录/Table of Contents|

TBL结合翻转课堂教学模式在心跳起源分析实验教学中的应用

《心脏杂志》[ISSN:1009-7236/CN:61-1268/R]

期数:
2017年第5期
页码:
621-624
栏目:
医学教育
出版日期:
2017-03-25

文章信息/Info

Title:
Application of team-based learning combined with flipped classroom in teaching of heartbeat origin in physiological experiments
作者:
贾 敏1; 张晓辉2; 顾晓明1; 李 娟1; 张淑苗1; 冯 娜1; 王跃民1; 樊 荣1; 裴建明1
（1.第四军医大学基础部生理学教研室，陕西 西安 710032；
2.中国人民解放军大连疗养院桃源疗养区，辽宁 大连 116013）
Author(s):
JIA Min1;  ZHANG Xiao-hui2;  GU Xiao-ming1;  LI-Juan1;  ZHANG Shu-miao1;  FENG Na1;  WANG Yue-min1;  FAN Rong1;  PEI Jian-ming1
(1.Department of Physiology, Fourth Military Medical University, Xi’an 710032, Shaanxi, China；
2.PLA Dalian Taoyuan Sanatorium, Dalian 116013, Liaoning, China)
关键词:
团队导向式教学; 翻转课堂; 心跳起源; 生理学实验
Keywords:
team-based learning;  flipped classroom; heartbeat origin;  physiological experiment
分类号:
G642
DOI:
-
文献标识码:
A
摘要:
目的 评价团队导向式教学(TBL)联合翻转课堂在心跳起源分析实验课程教学中的应用效果。方法 第四军医大学2015级五年制临床医学本科学员共60人，随机分为两组，分别给予传统讲授教学法(LBL)及TBL、翻转课堂联合教学法进行教学。课程结束后，通过调查问卷、理论及实践能力考核的方式来评价教学效果。结果 与传统的LBL相比，TBL、翻转课堂联合教学组学员的综合个人成绩为〔(84.3±10.4)分 vs.(73.2±13.5)分〕，差异具有统计学意义(P<0.01)。问卷调查结果显示，TBL、翻转课堂联合教学法有利于培养学员的综合学习能力，总体满意度达93.3%。结论 TBL、翻转课堂联合教学模式可以提高生理学心跳起源分析实验课程的教学效果，不仅提高学生的学习兴趣，并且有利于培养学生团队协作、独立思考和解决问题的学习能力。
Abstract:
AIM To evaluate the effect of team-based learning (TBL) combined with flipped classroom in the teaching of heartbeat origin in physiological experiments. METHODS Sixty clinical medical students of 2015 Grade in Fourth Military Medical University were selected and randomized into two classes: experimental class (n=30), in which the combined mode of TBL and flipped classroom was used, and control class (n=30), in which the mode of traditional lecture-based learning (LBL) was used. After the courses were completed, effects of the teaching modes in the two classes were evaluated by comprehensive score evaluation and questionnaire survey. RESULTS The average scores of comprehensive ability evaluation in experimental class and control class were ［(84.3±10.4) score vs.(73.2±13.5) score］, with significant difference between the two classes (P<0.01). 93.3% of the students in experimental class approved that TBL combined with flipped classroom enhanced their learning interest, helped their acquirement of knowledge and improved their individual comprehensive ability. CONCLUSION TBL combined with flipped classroom mode is effective and valuable in the teaching of heartbeat origin in physiological experiments. Not only students’ learning enthusiasm is generally promoted, but also their learning abilities of team-working, independent thinking and problem solving are better developed.

参考文献/References

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[6]付 蕊,王 静,张 颖.高校青年教师如何借助翻转课堂实现教学模式改革[J].当代教育实践与教学研究,2015,9:2.
[7]李 江,傅 华.基于团队合作学习的翻转课堂模式在预防医学教学中的操作实践性研究[J].复旦教育论坛,2015,13(2):107-112

备注/Memo

备注/Memo:
收稿日期：2017-02-13.
基金项目：2016年度第四军医大学教学研究课题项目资助（BL201601）
通讯作者：樊荣，高级实验师，主要从事心血管生理学研究 Email：xinzang@fmmu.edu.cn 共同
通讯作者：裴建明，教授，主要从事心血管生理学研究 Emial：jmpei8@fmmu.edu.cn
作者简介：贾敏，助教，硕士 Emial：108016154@qq.com
更新日期/Last Update: 2017-04-20