Application Analysis of the Team-Based Learning Method in Neurology Teaching
Abstract: Objective: To analyze the effect of Team-Based Learning (TBL) and Problem-Based Learning (PBL) methods on medical students’ neurology teaching. Methods: 278 seven-year program students majoring in clinical medicine in the medical college of Zhengzhou University were recruited as the subjects of small-scale experiment teaching from Sep. 2015 to Jan. 2016. All students were randomly distributed into three groups, which were TBL teaching method group, PBL teaching method group and control group with traditional multimedia teaching. At the end of semester we asked them to do a questionnaire survey and assessment of the theoretical knowledge to compare teaching effects. Results: The qualified questionnaires were 253, the statistical analysis showed that the TBL teaching method and the PBL teaching method had inspired student’s learning interest, deepened their understanding of theoretical knowledge and increased their ability of problem-solving and cooperation, especially the TBL teaching method (P < 0.05). The qualified test papers were 271, the statistical analysis showed that students in the TBL teaching method group and the PBL teaching method group had higher average score (P < 0.05) and top score(P < 0.05), especially in TBL group (P < 0.05). Conclusion: The effect of TBL teaching method and PBL teaching method are better than that of traditional multimedia teaching, and TBL teaching method is better than PBL teaching method. And medical students give a high acceptability to TBL teaching method and PBL teaching method, especially TBL teaching method, so TBL teaching method should be popularized.
文章引用: 季 燕 , 李玉生 , 王莉梅 , 刘新静 (2016) TBL教学模式在神经病学教学中的应用探讨。 创新教育研究， 4， 51-54. doi: 10.12677/CES.2016.42009
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