Practical effect of TBL, CBL and PBL integrated teaching method in clinical novitiate of hepatobil-iary disease and pancreatopathy
10.3760/cma.j.issn.2095-1485.2018.08.013
- VernacularTitle:TBL联合CBL和PBL在肝胆外科见习中的实践及效果
- Author:
Kai FENG
1
;
Kuansheng MA
Author Information
1. 陆军军医大学第一附属医院全军肝胆外科研究所
- Keywords:
Task based learning;
Case based learning;
Problem-based learning;
Hepatobiliary disease and pancreatopathy
- From:
Chinese Journal of Medical Education Research
2018;17(8):809-814
- CountryChina
- Language:Chinese
-
Abstract:
Objective To investigate practical effects of task based learning (TBL), case based learning (CBL) and problem based learning (PBL) integrated teaching method in clinical novitiate of hepatobiliary disease and pancreatopathy. Methods Total of 64 students majored in seven-year clinical practice were divided into TBL+CBL, TBL+PBL, PBL+CBL and TBL+CBL+PBL groups, using a cluster stratified random sampling method, with 16 students in each group. The students were taught with the same basic theoretical knowledge, followed by different course of the combination of TBL, CBL and PBL. In the TBL + CBL + PBL group, the typical patient data were sent to the students before the class, and at the same time, the catalogues of the reference materials and the preview questions were also provided for them. In the course of teaching, the results of the students' information and the answers to the preview questions were first carried out, and then the task test was carried out in the form of collective consultation, and then the students focused on the answers and tests . The theoretical difficulties and blind spots of the theory and the correction of mistakes, deficiency, the breakdown of the case after the end of the expla-nation, and the mistakes and shortcomings of the students' knowledge were discussed in class. The practical effects were evaluated by theory test, teaching and self-acceptance assessment. The data were analyzed by variance analysis, t test and Chi square test. Results Average scores of students in the TBL+PBL , TBL+PBL, PBL+CBL and TBL+PBL+CBL group were (75.313±8.260), (74.875±9.818), (77.125±9.667) and (82.000±6.491), respectively. Average scores of students in the TBL+PBL+CBL group are signifi-cantly higher than the TBL+PBL (t=0.217, P=0.016) and TBL+PBL (t=0.059, P=0.022) groups, while there was no difference with those of PBL+CBL groups (t=0.049, P=0.106). However, Tests grades of 4 students which were poor performance in TBL+CBL+PBL group were significantly higher than those of 4 students with poor performance in PBL+CBL groups (t=0.356, P=0.000). In addition, students in TBL+CBL+PBL group more greatly enhanced learning interest and initiative, and improved their comprehensive analysis ability than students in TBL+CBL ( x2 and P value: 5.565, 0.018; 5.109, 0.024; 4.167, 0.041), TBL+PBL ( x2 and P value:7.127, 0.008;5.367, 0.021;5.565, 0.018) and PBL+CBL ( x2 and p value:4.167, 0.041;5.000, 0.025; 8.866, 0.003). Conclusion TBL, CBL and PBL integrated teaching method can improve students' mastery of theoretical knowledge, and especially can help poor students to improve their academic perfor-mance and interest.
