Application of LBL-CBL-PBL-TBL teaching methods in internship of laboratory medicine

doi:10.3877/cma.j.issn.2095-5820.2020.02.003

Abstract

Abstract:

Objective

To evaluate of the application value of LBL-CBL-PBL-TBL teaching methods in the internship of laboratory medicine.

Methods

92 medical laboratory interns in the laboratory of Kunming Third People’s Hospital during May 1, 2017 to May 31, 2018 were randomly divided into three groups: A (30 interns), B (31 interns) and C (31 interns). Group A adopted LBL + CBL teaching mode; group B adopted LBL + CBL + PBL teaching mode; group C adopted LBL + CBL + PBL + TBL teaching mode. Examinations of theoretical knowledge and skill operations were conducted before the end of interns to investigate the learning interest, the recognition degree of the current teaching mode, and the evaluation of instructor’s teaching level. And then the learning enthusiasm, the problem-solving ability, the autonomous learning ability, the practical ability, and the evaluation of instructor’s teaching level of the interns from the three groups of different teaching modes were analyzed and compared by using quantitative assessment index.

Results

The total scores of theoretical knowledge and operation skills of interns in group B (86.56 ± 4.18) and group C (87.50 ± 3.89) were higher than those in group A (81.53 ± 3.71) (P<0.001). There was no significant difference in the scores of instructor’s teaching level evaluation among group A, B and C (P> 0.05). However, the scores of learning enthusiasm, problem-solving ability, and recognition and satisfaction with current teaching models in group C were significantly higher than those in group A and group B (P< 0.001).

Conclusion

The teaching mode of LBL-CBL-PBL-TBL combined application is helpful to improve the learning enthusiasm, the learning ability and the skill operation ability of medical laboratory interns.

Key words: Teaching mode, Problem-based learning, Learning enthusiasm, Teaching level

Shan Huang, Xiaofei Li. Application of LBL-CBL-PBL-TBL teaching methods in internship of laboratory medicine[J]. Chinese Journal of Clinical Laboratory Management(Electronic Edition), 2020, 08(02): 78-81.

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References 16

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组别	n	理论知识和实践技能操作考试总成绩(分)
A	30	81.53±3.71
B	31	86.56±4.18
C	31	87.50±3.89
F	?	20.025
P	?	<0.001

组别	n	理论知识和实践技能操作考试总成绩(分)
A	30	81.53±3.71
B	31	86.56±4.18
C	31	87.50±3.89
F	?	20.025
P	?	<0.001

组别	n	学习积极性	分析解决问题能力	自主学习能力	实践操作能力
A	30	6.22±0.26	6.38±0.18	6.37±0.42	7.29±0.31
B	31	6.12±0.41	6.59±0.34	6.46±0.38	7.31±0.25
C	31	7.42±0.23	7.28±0.27	6.52±0.32	7.42±0.33
F	?	26.531	14.172	0.345	0.139
P	?	<0.001	<0.001	P>0.05	P>0.05

组别	n	学习积极性	分析解决问题能力	自主学习能力	实践操作能力
A	30	6.22±0.26	6.38±0.18	6.37±0.42	7.29±0.31
B	31	6.12±0.41	6.59±0.34	6.46±0.38	7.31±0.25
C	31	7.42±0.23	7.28±0.27	6.52±0.32	7.42±0.33
F	?	26.531	14.172	0.345	0.139
P	?	<0.001	<0.001	P>0.05	P>0.05

组别	n	教师教学水平	教学模式认可程度	教学模式满意度
A	30	8.56±0.16	7.78±0.19	6.97±0.46
B	31	8.41±0.24	7.59±0.24	7.13±0.37
C	31	8.62±0.21	9.25±0.36	8.87±0.31
F	?	0.265	48.635	31.274
P	?	P>0.05	<0.001	<0.001

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