Application of TBL combined with the “5E” teaching model in the aerospace cardiovascular physiology module: a case study of the “Special Physical Training for Pilot Anti-G” course

AIM  To explore the application and effectiveness of the TBL (Team-Based Learning) combined with the "5E" teaching model in aerospace cardiovascular physiology education.

METHODS  The subjects of the study were 45 students from the 2024 Aviation Medical Training Class and 5 students from the 2019 Grade Eight-Year Program in Space and Aviation Medicine at the Air Force Medical University, totaling 50 individuals. The practical course "Special Physical Training for Pilot Anti-G" was used as an example. Participants were randomly divided into an experimental group and a control group, with 25 participants in each group. The control group received traditional teaching methods, while the experimental group was taught using the TBL combined with the "5E" teaching model. After the teaching intervention, the effectiveness of the two teaching approaches was compared through a multi-faceted evaluation including motion quality assessment, comprehensive teaching effectiveness evaluation, and teaching satisfaction survey.

RESULTS  Compared with the control group, the motion quality assessment scores in the experimental group significantly improved (P<0.01). The comprehensive teaching effectiveness evaluation scores were superior to the control group (P<0.01). Significant improvements were observed in overall classroom satisfaction (P<0.01), motivation to learn (P<0.01), understanding and mastery of theoretical knowledge (P<0.05), action skill acquisition (P<0.01), team collaboration ability (P<0.01), and the ability to solve practical aerospace medical support problems (P<0.05). The average scores in theoretical and skill assessments were also significantly higher (P<0.01). Additionally, the survey results from military units indicated that the experimental group had significantly higher rates of participation in anti-G physical training (P<0.05) and basic physical training for pilots within their units (P<0.05) compared with the control group.

CONCLUSION  The application of TBL combined with the “5E” teaching model in the aerospace cardiovascular physiology module significantly enhances teaching effectiveness and satisfaction. It also improves students’ self-learning and practical abilities and provides a reference for optimizing teaching models in other aerospace medicine courses.