CBL、TBL融合Seminar教学法在新入职护士临床输血岗前培训中的应用

目的 探讨案例教学法(CBL)、以团队为基础的教学法(TBL)融合Seminar教学法在新入职护士临床输血岗前培训中的应用效果.方法 选取2014年新入职护士84名随机分为对照组和实验组各42名.对照组采用CBL教学法,实验组采用CBL、TBL融合Seminar多元化立体培训模式,通过考核成绩、新入职护士的自我效能感量表及对培训模式的满意度调查、入科后临床护士长的专项跟踪督导评价4种方式,比较两组护士的培训效果.结果 实验组的考核成绩明显高于对照组(P<0.01),自我效能感量表及问卷调查显示,新入职护士对培训模式的自我效能感及满意度明显好于对照组,临床护士长对两组护士的督导评价中实验组明显优于对照组(P<0.01).结论 CBL、TBL融合Seminar多元教学法应用于临床输血培训,提升了培训效果,保证了输血的安全规范,得到了护士长及新入职护士的广泛支持.     

长学制传染病教学中TBL（Team-Based Learning）模式的应用和改进

目的：研究TBL教学在八年制学生传染病教学中的应用成效及存在的问题,为改进和推广该教学方法提供参考依据.方法：对2006级八年制学生部分理论课采用TBL教学,进行闭卷考试及问卷调查.结论：与传统教学模式相比,TBL教学对提高学生学习兴趣,培养学分分析问题、解决问题、沟通能力和团队协作精神以及提高考试成绩均有帮助.     

全科医学概论中实施LBL＋TBL教学法效果评估

目的了解学生对LBL＋TBL教学法的认同度及满意度,为进一步在全科医学概论理论课教学中使用和推广本教学法提供参考。方法在首都医科大学2010级临床专业定向班实施3学时的全科医学概论LBL＋TBL教学。教学结束后对班上33名学生进行问卷调查。结果①75％以上的人群完全认同LBL＋TBL教学效果;②大多数人完全认同LBL＋TBL教学能够提高学生的自主学习及积极性;③75％以上的学生完全认同LBL＋TBL能够提高学生的团队合作能力;④LBL＋TBL教学存在的问题中,以耗时多、学生时间或精力不够、学生负担加重为主。结论LBL＋TBL教学法能使学生自主学习积极性、团队合作意识及能力提高,值得在以LBL教学法为主的全科医学概论教学中联合开展TBL教学。     

TBL教学法在文献检索课中的探索与应用

目的探讨TBL教学法在医学文献检索教学中的应用与效果。方法对石河子大学医学院2010级检验专业2个班学生随机实施TBL和LBL两种不同教学方法进行比较研究,并对教学效果进行问卷调查和总结分析。结果1TBL教学组理论考试中的分析题、论述题、实践题得分明显高于对照组(P<0.05);2TBL教学组综合成绩得分显著高于对照组(P<0.01);3TBL教学组期末考试的优秀率、良好率均高于对照组(P<0.01)。结论《文献检索》课教学中应用TBL教学模式可以调动学生学习的积极性和主动性,提高综合成绩,还能培养学生的交流沟通能力、团队合作能力,达到知识共享,较好地培养学生的综合素质。     

TBL与LBL模式在高职《急重症护理》教学中的应用

目的比较以团队为基础的学习（team—based learning,TBL）及以教师为基础的学习（1ecture—based learning,LBL）模式在《急重症护理》教学中学习效果及课程反馈评价方面的不同。方法采用整群抽样法抽取2009级高职护理2个班的学生为研究对象,采用抽签法分为干预组（n=52）和对照组（n=50）,分别进行TBL教学和LBL教学;课程结束后进行综合理论及实践技能考核,并填写课程末反馈评价表。结果干预组护生实践技能考核成绩、理论考试总分及分析论述题得分高于对照组,对教学内容、教师因素、考核评价及总体满意等方面的反馈评价优于对照组,差异均有统计学意义（均P〈0．05）。结论TBL教学更能有效地提高教学质量、培养学生团队合作精神,有利于护生自主学习能力和评判性思维的发展。     

以科研能力培养为核心的PBL与TBL结合的教学模式应用探讨

目的加强培养医学本科生科研素质与创新能力,从根基上提高医学人才的质量。方法在南方医科大学部分见习生中成立PBL兴趣小组,开展以培养科研能力为核心的教学模式,展开学生分组演讲、讨论,最后教师结合临床点评。结果学生反馈良好,调动了学习积极性和主动性,与传统教学模式互为补充,并有助于提高其科研实践能力。     

Comparing the efficacy of team based learning strategies in a problem based learning curriculum

We introduced two variants of team based learning (TBL) strategies in pathology course to seek their efficacy in a problem based learning (PBL) curriculum. The TBL strategy was adopted in two different sessions. One during regular resource session (RS‐TBL) and other during a weekly review session (RVS‐TBL) of the PBL curriculum. The study involved 104 second year students during their 8 weeks of cardiovascular‐respiratory units and 3 weeks of hematology units. RS‐TBL was adopted for cardiovascular‐respiratory unit and RVS‐TBL for hematology unit. The first 8 weeks of the course were implemented as RS‐TBL and the last 3 weeks as RVS‐TBL. The results showed that the group performance was markedly improved than individual performance in both RS‐TBL and RVS‐TBL (p < 0.001). Comparison between the RS‐TBL and RVS‐TBL revealed that individual student and group performance was better in the RVS‐BL (p < 0.001). The result of the student attitudinal survey indicated an 88% agreement that TBL enhanced their understanding of pathology concepts and critical analysis. Most of the participants (85%) found RVS‐TBL to be more useful. Post‐TBL, end of semester examination results proved beneficial for the students in risk. The study demonstrated that RVS‐TBL may be preferably adopted to enhance the philosophy of TBL in a PBL curriculum.     

TBL结合典型病例教学法在创伤急救临床技能教学中的应用探索

目的：探讨TBL结合典型病例教学法在创伤急救临床技能教学中的应用效果。方法：将120名临床培训医生分为两组,其中60名设为实验组,采用TBL结合典型病例教学法进行教学;另外60名设为对照组,采用传统课堂讲授法进行教学。课程结束后对两组医生进行书面理论、操作技能和模拟临床创伤情境考核,对所有数据进行统计学处理。结果：经培训后两组各项成绩较培训前有显著提高,在书面理论考核成绩上实验组与对照组无显著差异,但实验组操作技能及模拟临床创伤情境考核成绩明显优于对照组,P〈0.05。结论：采用TBL结合典型病例教学法比传统课堂讲授教学法能明显提高临床医生创伤急救临床技能的教学成效,尤其在培养解决临床实际问题能力上有明显优势。     

TBL教学模式的实施过程及其在我国医学教育中的应用现状和前景

TBL教学模式是一种有助于促进学生团队协作精神的新型成人教学模式。文章简要介绍TBL教学模式的提出与发展过程及基本实施方案,同时简述TBL在我国医学教育中的应用现状和前景展望,旨在使医学教育工作者较全面了解TBL,以促进TBL在我国医学教育中更广泛的应用。     

TBL1XR1 induces cell proliferation and inhibit cell apoptosis by the PI3K/AKT pathway in pancreatic ductal adenocarcinoma

BACKGROUND Pancreatic ductal adenocarcinoma(PDAC) is one of the deadliest solid tumors. Identification of diagnostic and therapeutic biomarkers for PDAC is urgently needed. Transducin(β)-like 1 X-linked receptor 1(TBL1 XR1) has been linked to the progression of various human cancers. Nevertheless, the function and role of TBL1 XR1 in pancreatic cancers are unclear.AIM To elucidate the function and potential mechanism of TBL1 XR1 in the development of PDAC.METHODS Ninety patients with histologically-confirmed PDAC were included in this study. PDAC tumor samples and cell lines were used to determine the expression of TBL1 XR1. CCK-8 assays and colony formation assays were carried out to assess PDAC cell viability. Flow cytometry was performed to measure the changes in the cell cycle and cell apoptosis. Changes in related protein expression were measured by western blot analysis. Animal analysis was conducted to confirm the impact of TBL1 XR1 in vivo.RESULTS Patients with TBL1 XR1-positive tumors had worse overall survival than those with TBL1 XR1-negative tumors. Moreover, we found that TBL1 XR1 strongly promoted PDAC cell proliferation and inhibited PDAC cell apoptosis. Moreover, knockdown of TBL1 XR1 induced G0/G1 phase arrest. In vivo animal studies confirmed that TBL1 XR1 accelerated tumor cell growth. The results of western blot analysis showed that TBL1 XR1 might play a key role in regulating PDAC cell proliferation and apoptosis via the PI3 K/AKT pathway.CONCLUSION TBL1 XR1 promoted PDAC cell progression and might be an effective diagnostic and therapeutic marker for pancreatic cancer.