The appliance and evaluation of “TBL teaching approach” in preventive medicine

Abstract

Objective The thesis aims to explore the practicality and feasibility and evaluation of TBL (Team-based Learning) approach in the teaching of preventive medicine and to promote the teaching of preventive medicine as well as other subjects.Methods The methods taken is cluster sampling method,to select 2 classes of nursing majors and two classes of oral medical majors as objects of experimental studies classes.Two classes in the same major adopt different teaching methods in the teaching of preventive medicine,respectively TBL approach and the traditional LBL ( lecture-based learning) approach,and to have analysis and comparison on the above two teaching methods.A questionnaire survey was also carried out for qualitative analysis.Results The results and analysis of two majors with TBL classes and LBL classes were statistically significant (nursing t =5.017,P＜0.01,stomatology t'=3.26,P＜0.01 ),nursing TBL classes and LBL classes knowledge contest results by paired t tests and analysis,the difference was significant ( t =4.025,P＜0.05 ),nursing and dental medicine students on TBL approach the qualitative assessment by the rank sum test analysis,the difference was statistically significant (Z =- 2.315,P＜ 0.05 ).Conclusions TBL approach for the preventive medical teaching is practical and feasible; teaching effectiveness TBL approach is better than LBL approach,a popularization.However,acceptability of TBL approach for different students are at different degrees,TBL approach implementation model needs to be further explored and improved. Key words: Team-based learning; Teaching method; Teaching innovation; Preventive medicine; Effectiveness evaluation