Team-based learning practice in pathology experimental class under the network environment

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Team-based learning practice in pathology experimental class under the network environment

更新时间：2024-09-19

- Team-based learning practice in pathology experimental class under the network environment
- Vol. 13, Issue 1, Pages: 55-58(2014)
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- Published：2014，
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Team-based learning practice in pathology experimental class under the network environment. [J]. 13(1):55-58(2014)
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Team-based learning practice in pathology experimental class under the network environment. [J]. 13(1):55-58(2014) DOI：

摘要

目的　探讨网络环境结合基于团队的学习（team-based learning，TBL）在病理学实验课教学的效果。方法　选取112名临床医学本科学生为研究对象，实验组（56名）在网络环境下利用数码显微互动教学平台，在病理学实验教学中，通过网络教学环境使用培训、教学计划说明、分组、布置教学任务或提出问题、团队学习交流、讨论等步骤实施TBL教学；对照组（56名）在无网络环境和数码显微互动教学平台，采用传统教学法（教师讲授为主）。通过成绩分析和问卷调查进行教学效果评价。数据行t检验，学生对TBL教学及网络环境学习资源的评价以百分比表示。结果　实验组平均成绩为（85.5±3.11）分，期末考试平均成绩为（83.8±2.53）分；对照组学生期末考试平均成绩为（76.4±11.89）分，2组间差异有统计学意义（t=7.018， P=0.000）。调查显示大部分学生认可网络学习资源结合TBL教学。结论　网络环境下TBL教学在病理学实验教学中具有可行性和有效性，学生的学习积极性普遍提高，TBL教学效果令人满意

Abstract

Objective　To discuss the effect of team-based learning（TBL） combined with net-work environment in pathological experiment teaching. Methods　Totally 112 clinical medical under-graduates were selected as research object. Digital microscope interactive teaching platform under the network environment was used in experimental group（n=56）. In pathology experiment teaching， TBL steps of training， teaching plan demonstrating， grouping， teaching task arranging， asking questions， group learning and communicating were implemented. Traditional method （lecture） was used in con-trol group （n=56）. Teaching effect was analyzed through questionnaire survey and score analysis. Stu-dents' evaluation on TBL teaching and network environment resources was expressed as percentage. Results　In experiment group， average score was （85.5±3.11） points and average final exam score was （83.8±2.53） points， while in control group， average final exam score was （76.4±11.89） points. There were significance differences between the two groups （t=7.018， P<0.01）. Surveys showed that most students accepted TBL teaching combined with network environment. Conclusions　TBL teach-ing combined with network environment is feasible and effective in the pathology experimental class. Students' learning enthusiasm is generally improved and effectiveness of TBL teaching is satisfactory.

关键词

病理学　网络环境　基于团队的学习　教学方法

Keywords

Pathology　Network environment　Team-based learning　Teaching methods

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