Application of new media assisted team-based learning teaching model in the pre-internship curriculum of ophthalmology
新媒体辅助TBL教学模式在眼科实习前课程中的应用

摘要

目的 探讨新媒体辅助团队学习（TBL）教学模式在医学生眼科学实习前课程中的应用，为实习前课程教学改革提供参考。方法 2022年7月选取2019级和2020级医学生60名作为研究对象，随机分为两组，新媒体辅助TBL教学模式组30名，常规TBL教学模式组30名。通过TBL作业成绩、眼科学科考试成绩、课程评价、课后自我评价、就业选择问卷等评价新媒体辅助TBL教学模式和TBL教学模式的效果。统计学分析采用非参数检验和卡方分析。结果 7项课堂作业中，新媒体组有1项作业得分高于传统组（Z=-2.252，P=0.048）；眼科相关检查成绩中，新媒体组与传统组无统计学差异（Z=-0.277，P=0.788），新媒体组优秀率（86.67%）高于传统组（63.33%）（χ2=4.356，P=0.037）。在课程评价中，所有学生对实习前课程非常满意，90%以上学生对微课、TBL等教学方式表示认可，88.3%的学生（53/60）认为新媒体组优于传统TBL，58.3%的学生（35/60）对新媒体非常满意。新媒体组与传统组在自我评价上无统计学差异。在就业选择方面，新媒体组的选择更加多样化。结论 两种教学模式在低年级医学生眼科学实习前课程中均取得了良好的学习效果，新媒体辅助教学模式在提升学习积极性和动手能力、巩固理论知识掌握、启发医学生以更加多样化的方式思考职业规划等方面优于TBL课堂。

Abstract

Objective To explore the application of new media assisted Team-Based Learning (TBL) teaching model on the pre-internship curriculum of ophthalmology for medical students, thus providing a reference for the teaching reform of the pre-internship curriculum.
Methods In July 2022, 60 medical students from grades 2019 and 2020 were selected as the research subjects and were randomly divided into two groups. 30 students joined the new media assisted TBL teaching model group and 30 students joined the conventional TBL teaching model group. The effect of the new media assisted TBL teaching model and TBL teaching models was evaluated by TBL homework scores, ophthalmology-related examination scores, curriculum evaluation, self-evaluation after class, and the questionnaire about employment choice. Statistical analysis was performed using a nonparametric test and Chi-square analysis.
Results Among seven classroom assignments, one of them was scored statistically higher in the new media group than the traditional group (Z=-2.252, P=0.048). In ophthalmology-related examination scores, there was no significant difference between the new media group and the traditional group (Z=-0.277, P=0.788), while the excellent rates in the new media group (86.67%) were significantly higher than that in the traditional group (63.33%) (χ2=4.356, P=0.037). In the curriculum evaluation, all students were very satisfied with the pre-internship curriculum, more than 90% of them approved of the teaching methods such as mini-lessons and TBL, and 88.3% of the students (53/60) thought that the new media group is better than traditional TBL, and 58.3% of them (35/60) are very satisfied with new media. There was no statistically significant difference in self-evaluation between the new media group and the traditional group. In terms of employment choice, the new media group has more diversified choices.
Conclusion  s Both teaching modes produced fine learning outcomes in the pre-internship curriculum of ophthalmology for junior medical students. The new media assisted teaching model seemed to benefit the outcomes of the TBL classroom in terms of promoting learning enthusiasm and hands-on capability, consolidating the mastery of theoretical knowledge, and inspiring medical students to think about career planning in a more diversified way.