ABSTRACT
Objective To explore the feasibility of team-based learning (TBL) for practice teaching of the aerospace nutrition and food hygiene.Methods A total of 90 students were investigated,and were divided into the TBL group (n=46) and the TL group (n=44) by simple random sampling.After the experiment teaching,a test and questionnaire were used to compare the teaching effect of TBL group and TL group.SPSS 18.0 was used for date and the data was analyzed by Independent-Samples t test and Chi-square test.Results Students in TBL group achieved higher mean test scores (85.70 ± 3.47) compared with students (74.10±2.41) in TL group and the difference was statistically significant (t=8.703,P=0.000).The results of the questionnaire showed that,compared with the TL group,TBL group students more agreed with the positive impact of the teaching methods on their team work ability,interpersonal skills,communication ability,problem-solving and self-learning and other aspects,and the differences between two groups were statistically significant (P＜0.05).In addition,the majority of the respondents in TBL group [93.5％ (43/46)] were satisfied with TBL.Conclusions TBL teaching is better than the TL teaching,and it can significantly improve students' comprehension of knowledge and enhance their learning effect.
ABSTRACT
Targeting to improve clinical thinking and practice skill of interns, modified Team-based learning (TBL) based on seeing real patient was performed for interns from eight-year clinical medicine program. Teachers prepared the corresponding case material before the teaching and made teaching aids. And interns were mobilized and guided to preview and self-study in teams. During modi-fied TBL, in-class application of seeing real patient was performed to assess the effect of self-study in teams, besides individual test and team test deriving from traditional TBL. All teams were assigned one task of seeing real patient by drawing lots, and then finished the task, answered teachers' questions. And the students' performance was given comments and comprehensive scores by the judges. After the completion of teaching, the teaching effectiveness of the modified TBL was assessed from students' performance, their scores and their teaching evaluation. Practice shows that the modified TBL can not only attract students to engage in it, but also elevate their abilities of clinical thinking and practical skill. It can also cultivate their interpersonal ability.