摘要
目的:观察基于团队的学习模式(TBL)对康复治疗学专业本科生学习成绩、一般自我效能感及专业认同的影响。方法:以西南医科大学2015级康复治疗学专业77例学生为研究对象,以《物理治疗学》为统一授课教材,按班级分为以传统讲授教学模式(LBL)为主的LBL组共38例,和以基于团队的教学模式为主的TBL组共39例,采用期末学习成绩、一般自我效能量表及大学生专业认同问卷评价TBL的教学效果。结果:TBL组实践总成绩及案例分析得分均明显高于LBL组(均P<0.05),但选择、填空题均明显低于LBL组(均P<0.05),名词解释、简答题和论述题2组间比较差异无统计学意义。期末时,TBL组自我效能感及总体专业认同度均明显高于LBL组(均P<0.05),适切因子、行为因子、情感因子均有不同程度地提高(均P<0.05)。结论:TBL教学模式对学习成绩有一定影响,同时,TBL有利于提高学生自我效能感,增强学生专业认同度。
Objective:To observe the influence of Team-Based Learning(TBL)on the academic performance,general self-efficacy and professional identity of undergraduate students majored in rehabilitation therapy.Methods:A total of 77 students in 2015 grade majored in rehabilitation therapy from Southwest Medical University were included in the research,and"Physiotherapy"was used as the unified teaching textbook.Grouping to the classes,there were 38 students assigned to the traditional Lecture-based learning(LBL)group,and 39 students in the TBL group mainly based on team-based teaching.The students'academic performance,general self-efficacy,and professional identity at the end of term were used to evaluate the teaching effect of TBL.Results:Compared to the LBL group,the TBL group obtained significantly higher scores in case analysis and practical skills(both P<0.05),and lower scores in multiple-choice and fill-in-the-blank questions(both P<0.05).There were no significant differences between the two groups in the explanation of nouns,short answer questions,and essay questions(all P>0.05).Meanwhile,the TBL group had significantly higher self-efficacy and overall professional identity than the LBL group(both P<0.05).In the TBL group,appropriate factors,behavioral factors,and affective factors were improved to varying degrees(all P<0.05).Conclusion:TBL has certain influence on academic achievement.And it is beneficial to improving students'self-efficacy and professional identity.
作者
谢羽婕
张驰
汪丽
雷蕾
王剑雄
Xie Yujie;Zhang Chi;Wang Li(Department of Rehabilitation,the Affiliated Hospital of Southwest Medical University,Luzhou 646000,China)
出处
《中国康复》
2020年第4期217-220,共4页
Chinese Journal of Rehabilitation
基金
2017年西南医科大学校级教学改革项目(JG2017038)。
关键词
基于团队的学习
自我效能
专业认同
Team-Based Learning
self-efficacy
professional identity
