Abstract:
AIM To evaluate the integrated application of team-based learning (TBL) plus scenario simulation instruction in clinical teaching of pulmonary heart disease for five-year medical students
METHODS Lecture-based learning (LBL) and TBL plus scenario simulation instruction were used. Teaching effect was evaluated through questionnaire survey, theory and practice examinations.
RESULTS Compared with those in the traditional LBL teaching group, the individual learning ability and collaboration ability were significantly improved in the TBL plus scenario simulation instruction group. Test results showed that the performance of the TBL plus scenario simulation instruction group were significantly better than those in the LBL group.
CONCLUSION TBL plus scenario simulation instruction achieves better results than traditional teaching method in the teaching of pulmonary heart diseases and is worth promoting in instruction for undergraduate medical students.