【摘要】目的 探讨以团队为基础的教学(team-based learning.TBL)、以问题为基础的教学(problem-based learning,PBL)、以传统授课为基础的教学(lecture-based learning,LBL)在中医院男科住院医师规范化培训(简称住培)教学中的应用。方法 以2019年9月至2021年8月在上海中医药大学附属龙华医院泌尿男科轮转的96名住院医师为研究对象,以良性前列腺增生和前列腺炎为教学内容,按照培训月份随机分为TBL教学组、PBL教学组和LBL教学组,每组32人进行教学,以中医Mimi-CEX总体评分、出科考试成绩、教学模式认可反馈表评估各组教学效果。结果 TBL组、PBL组Mini-CEX、出科考试成绩均显著高于 LBL组(均P<0.05),TBL组与PBL组比较差异无统计学意义(P>0.05);从对教学模式的认可反馈来看,TBL
和PBL教学在提升学习兴趣、团队协作能力、培养独立思考、创新能力方面均显著优于传统的LBL教学(均 P<0.05)。TBL相比PBL更能提升团队协作能力(P<0.05);而PBL比TBL更关注住住院医师自学能力的培养, 培养住院医师独立思考解决问题能力(P<0.05)。结论 TBL、PBL教学模式能提高中医泌尿男科住培教学水平,值得推广应用。
Objective: To evaluate the application of team-based learning (TBL), problem-based learning (PBL) and lecture-based learning (LBL) in the standardized training and teaching of Traditional Chinese Medicine urologists.
Methods: Taking the clinical resident trainees of Urology Andrology Department Longhua Hospital of Shanghai University of Traditional Chinese Medicine as the research subjects, according to the teaching content of benign prostatic hyperplasia and prostatitis, they were divided into TBL teaching group, PBL teaching group and LBI teaching group. The teaching effect of each group was evaluated by the overall score of Traditional Chinese Medicine Mini-CEX, the score of exit examination paper and the feedback form of teaching mode recognition.
Results: There were significant differences in Mini-CEX and exit examination scores between TBL group, PBL. group and LBL group (all P <0.05), and there was no significant difference between TBL. group and group (P >0.05 ). From the recognition and feedback of the course model after class, TBI and PBL were significantly ban the traditional LBL teaching (P <0.05) in improving learning interest, teamwork ability, cultivating independent thinking and innovation ability. Compared with PBL teaching method, TBL improved teamwork ability and the ability to communicate with strangers and to cooperate to complete work / P <0.05). PBL paved more attention to the cultivation of self-study ability of residential students than TBL, and developed their ability to think and solve problems independently (P <0.05). Conclusion TBI and PBL teaching mode can improve the standardized training and teaching level of TCM urology & andrology residents, which is worthy of population and application.
