Applicationg research of the team-based autonomous learning in the medical ethics teaching

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Applicationg research of the team-based autonomous learning in the medical ethics teaching

更新时间：2024-09-19

- Applicationg research of the team-based autonomous learning in the medical ethics teaching
- Vol. 16, Issue 10, (2017)
- 作者机构：
  
  第三军医大学教务处
- 作者简介：
- 基金信息：
- DOI：
  CLC：
- Published：2017，
- 稿件说明：
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Applicationg research of the team-based autonomous learning in the medical ethics teaching. [J]. 16(10).(2017)
DOI：

Applicationg research of the team-based autonomous learning in the medical ethics teaching. [J]. 16(10).(2017) DOI：

摘要

目的论证在医学伦理学教学中采用团队式自主学习的实用性。方法将临床医学五年制本科大三学生186人随机分成A组/实验组（96人）和B组/对照组（90人），分别采用团队式自主学习和传统学习方式学习，并从批判性思维能力、课终评价等方面对教学效果进行比较。数据均采用SPSS15.0进行统计分析，采用t检验。结果批判性思维能力方面，两组学生课题开始前CCTDI量表得分：实验组（271.10±19.77）、对照组（272.54±23.44）；课程结束后测试得分：实验组（285.93±21.37）、对照组（280.87±19.24）。课终评价方面，期末成绩得分[（79.86±12.37）vs.（77.24±9.17）分];临床案例分析得分[（81.07±7.43）vs.（75.23±10.74）];自主实践得分[（7.598±1.231）vs.（7.019±0.997）]

实验组均高于对照组。结论团队式自主学习对提高学生创新思维能力、激发学习主动性、提高学习效果具有积极作用

Abstract

Objective Demonstrate the practicality of a team-based autonomous learning in the medical ethics teaching. Methods The five year clinical medical education Junior 186 people were randomly divided into A group (96 people) and B group (90 people) were used to a team-based autonomous learning and traditional learning style learning

compare the teaching effect in the critical thinking ability and class final evaluation.All data are used SPSS15.0 statistics

using t test

P<0.05 was considered statistically significant. Results The critical thinking ability of students in the two group

CCTDI scores in the experimental group were subject before the start of (271.10 ±19.77) points and (272.54±23.44) points

the end of the semester test scores were 14.83 points average of (285.93±21.37) points and (280.87±19.24) points. group and control group the average score increased by 8.33 points

the experimental group compared with the control group improved significantly

the remaining sub item the same as the experimental group than the control group; class final evaluation

test group final score (79.86±12.37) points

the control group students score (77.24±9.17) points

the final results of the experimental group was higher than the control group; the clinical case analysis of the students in the experimental group score (81.07±7.43) points was significantly higher than the control group (75.23±10.74) points; independent practice scores of the students in the experimental group was (7.598±1.231) points score higher than the control group (7.019±0.997) points. Conclusion The team-based autonomous learning improve the learning effet positively

The practicability of this new way of learning is worth affirmation.

关键词

团队式自主学习医学伦理学教学改革

Keywords

Team-based autonomous learningMedical EthicsTeaching reform

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