TBL教学法在医学本科和硕士生综合设计性实验中的应用
[摘要] 目的 探讨TBL教学法在医学本科和硕士生综合设计性实验中的应用。 方法 将本校2011级骨伤专业本科2班125名和2011级硕士生60名随机分为观察组本科生62名、硕士生30名，对照组本科生63名、硕士生30名。对照组采用传统教学法，将'家兔动脉血压的调节“和'影响尿生成因素观察“分多次实验独立做；观察组用TBL教学模式，把影响动脉血压和尿生成因素的观察重新设计成一次综合性实验。实验结束后，经小组自评、组间互评，对两组实验的预习报告和实验报告进行评分比较。 结果 观察组本科生实验总成绩显著高于对照组[（94.58±1.36） vs （75.61±2.31），P<0.01]，观察组研究生实验总成绩显著高于对照组[（96.76±2.55） vs （78.54±1.72）， P<0.01]。 结论 在生理学综合设计性实验中应用TBL教学法，能提高学生对实验的综合设计和动手操作能力，教学效果尤佳。
[关键词] 团队教学法；血压；尿生成；实验教学
[中图分类号] R-4 [文献标识码] C [文章编号] 1673-9701（2015）04-0120-03
[Abstract] Objective To study feasibility of TBL teaching method in the comprehensive engineering experimental of undergraduate students and postgraduates teaching of physiology. Methods The 125 undergraduate students and 60 postgraduates in 2011 class professional of fractures was randomly divided into observation group and control group. There were 62 undergraduate students and 30 postgraduates in observation group， and there were 63 undergraduate students and 30 postgraduates in control group. The traditional teaching method was used in control group， the "Rabbits arterial blood pressure regulation" and "factors affecting urine formation observed" were complicated in multiple independent experiments， while TBL teaching mode was used in observation group， the arterial blood pressure and urine formation factors observed redesigned into a comprehensive experiment. After the experiment， the group underwent self-assessment and peer assessment between the two groups， and the sco...
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