TBL教学法对医学生交流恐惧影响的研究

目的:探讨TBL教学法对医学生交流恐惧的影响。方法:选取杭州医学院59名预防医学专业学生为研究对象,将其分为实验组和对照组。实验组采用TBL教学法,对照组采用传统教学法。采用PRCA-24量表分别在病理学课程开始初和结束后2次测评两组学生的交流恐惧水平,并进行分析比较。结果:教学实施前59名学生的PRCA-24总分为(72.41±10.90),会议分和公众分2项因子评分相对较高,小组分和二人分2项因子评分相对较低;两组学生各项因子评分及总分的差异均无统计学意义(P>0.05)。教学实施后实验组学生小组分和二人分2项因子评分及总分均小于对照组学生,差异均有统计学意义(P<0.05);而两组学生在会议分和公众分2项因子评分上的差异均无统计学意义(P>0.05)。结论:TBL教学法能够明显改善医学生交流恐惧。

Effects of Team-based learning on communication apprehension of medical students

Objective:To explore the effect of team-based learning(TBL)on communication apprehension of medical students.Methods:A total of 59 students majoring preventive medicine in Hangzhou medical college were assigned into experimental group and control group.The experimental group adopted TBL teaching method,while the control group adopted traditional teaching method.The personal report of communication apprehension(PRCA-24)was used to evaluate the situation of communication apprehension for 2 times in pathology course(after TBL course and before graduation)and the result was used for statistical analysis.Results:The evaluation results before TBL course showed that the total scores of PRCA-24 was 72.41±10.90 for these 59 students,meeting score and international score were relative higher than group discussion score and two-person score.There was not significantly difference between control group and experiment group for all test subscores and total scores differences(P>0.05).The evaluation results after teaching showed that group discussion score,two-person score and total score in experiment group were lower than that in control group,there was an statistical significance(P<0.05),however,there was not significantly difference between control group and experiment group for meeting score and international score(P>0.05).Conclusions:TBL teaching can significantly improve communication apprehension of medical students.