TBL联合CBL在呼吸系统疾病整合医学教学中的应用

目的探讨TBL联合CBL教学法在呼吸系统整合医学教学中的应用效果。方法采用整群抽样选取医学高校2017级共185名本科生作为研究对象，分为对照组（n=90）和试验组（n=95）。在呼吸系统疾病整合医学课程中，对照组采用传统教学法，试验组采用TBL联合CBL教学法。授课结束后采用课程考核和问卷调查两种方式进行评价教学效果。结果TBL联合CBL教学组课程考核成绩为（82.17±6.90）分，高于传统教学组（78.81±7.86）分，差异具有统计学意义（P＜0.05）。在教学满意度方面，TBL联合CBL教学组总体也优于传统教学组。结论TBL联合CBL教学法在呼吸系统整合医学教学中效果良好，学生整体满意度高，同时有助于提高学生的自主学习能力、团队沟通能力和逻辑思维能力。

Application of combination of TBL and CBL in integrated medical teaching of respiratory system diseases

ObjectiveTo explore the application effect of TBL combined with CBL in the teaching of respiratory system integrated medicine. MethodsA total of 185 undergraduates from Grade 2017 in medical colleges were selected by cluster sampling as the research objects, and they were divided into a control group (n=90) and an experimental group (n=95). In the course of integrated medicine of respiratory diseases, the control group adopts traditional teaching method, and the experimental group adopts TBL combined with CBL teaching method. After the lecture, the course assessment and questionnaire survey are used to evaluate the teaching effect of the two groups.Results The course assessment score of the TBL combined with CBL teaching group was (82.17±6.90), which was higher than the traditional teaching group (78.81±7.86), and the difference was statistically significant (P<0.05). In terms of teaching satisfaction, the TBL combined with CBL teaching group is generally better than the traditional teaching group. ConclusionThe TBL combined with CBL teaching method has a satisfactory effect in the respiratory system teaching in integrated medicine, and the overall satisfaction of students is high. At the same time, it helps to improve students’ independent learning ability, team communication ability and logical thinking ability.