Practice of TBL teaching in pharmacology teaching for foreign students

Abstract

Objective To evaluate the effect of TBL (team-based learning) method in pharmacology teaching for the foreign students of clinical medicine. Methods In the course of pharmacology teaching of the foreign students of clinical medicine, TBL method was performed in the 2012-year students and traditional teaching method was performed in the 2011-year students. After the teaching, students' grades in the ordinary performance, their final exam scores and their evaluation of the two teaching methods were compared. Graph pad 5 was used to analyze the data and the t test was performed. Results The average ordinary performance of the students with TBL was significantly higher than that with the traditional teaching [(84.94±12.66) vs. (72.30±4.90), P=0.000] and the final examination scores were significantly improved [(74.00±6.76) vs. (69.00±6.20), P=0.023]. The survey showed students were more satisfied with the TBL teaching mode than traditional teaching mode [(8.40±0.71) vs. (7.12±1.07), P=0.000]. Conclusion TBL teaching mode can effectively improve the pharmacology teaching effect of foreign students. Key words: Team-based learning(TBL); Pharmacology; Foreign students