关键词: 团队学习; 脑血管危重症; 急性肺损伤综合征; 教学

Abstract:

Objective To explore the effect of team-based learning (PBL) on the teaching course of acute respiratory disease (ARDS) in critical cerebrovascular disease. Methods A total of 60 medical students major in seven-year system clinical medicine were randomly separated into the TBL group and traditional teaching method group. A satisfaction survey was the main evaluation index and the knowledge mastery level was the secondary evaluation index. Survey and tests before and after the teaching course were also taken for evaluation. Results The TBL group reported higher scores compared with the traditional group about the satisfaction survey (P <0.001). And the TBL group gained significant amount of knowledge (P <0.001) as calculated by the Student's paired t test. Conclusion As a learning strategy for ARDS in cerebrovascular disease patients, TBL results in higher student satisfaction, and significantly improves the ability of the students in learning.

Key words: Team-based learning; Critical cerebrovascular disease; Acute respiratory disease syndrome; Teaching