Practice and evaluation of team-based learning in teaching of practice lesson of"aerospace nutri-tion and food hygiene"

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 di-vided into the TBL group (n=46) and the TL group (n=44) by simple random sampling. After the experi-ment 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. Re-sults 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 posi-tive 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 statistical-ly significant (P<0.05). In addition, the majority of the respondents in TBL group [93.5% (43/46)] were satis-fied 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. Key words: Team-based learning; Aerospace nutrition and food hygiene; Teaching for interns