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目的:探讨冠心病病理学教学中,TBL教学模式对其教学效果的影响。方法:选取我校两个护理专业班,分别设定为对照班与实验班,对其实施传统教学与TBL教学,评价两班学习能力、学习态度与教学效果。结果:实验班学习能力、学习态度、主观题成绩与客观题成绩测定结果均明显高于对照班(P<0.05)。结论:TBL教学模式可有效提升冠心病病理学教学成绩和学生的学习能力、态度。
Objective: To investigate the effect of TBL teaching mode on teaching effectiveness in the teaching of pathophysiology of coronary heart disease. Methods: Two nursing major classes in our school were selected and set as control and experimental classes respectively. The traditional teaching and TBL teaching were evaluated, and the learning abilities, learning attitudes and teaching effects of two classes were evaluated. Results: The learning ability, learning attitude, subjective questions and objective questions in experimental class were significantly higher than those in control class (P <0.05). Conclusion: TBL teaching mode can effectively improve the teaching achievement of coronary heart disease pathology and students’ learning abilities and attitudes.