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首页> 外文期刊>Medical teacher >A 3-year experience implementing blended TBL: active instructional methods can shift student attitudes to learning.
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A 3-year experience implementing blended TBL: active instructional methods can shift student attitudes to learning.

机译：实施TBL混合语言的3年经验：主动的教学方法可以将学生的态度转变为学习的态度。

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摘要

Medical educators have been encouraged to adopt active instructional strategies that require learners to engage in and direct their own learning. These innovations may be seen as disruptive and face early challenges due to student resistance. We report 3 years of experience implementing a blend of team-based learning (TBL) and online learning modules in an undergraduate medical course. Three sequential cohorts of first year medical students were surveyed exploring how they valued different instructional methods during a period of evolving curricular design. In addition to a demonstrated increase in acceptance of new teaching methods, there was a shift in student perceptions of the relative merits of didactic, online and TBL teaching. Medical students' appreciations of different instructional methods are influenced by the maturity of instructional design. Educational change is best viewed through a longer term lens, acknowledging the necessity for teachers to develop experience in implementing new methods in the context of their institution.
机译：鼓励医学教育工作者采取积极的教学策略，要求学习者参与并指导自己的学习。由于学生的抵制，这些创新可能会被认为具有破坏性，并面临早期挑战。我们报告了3年在本科医学课程中实现基于团队的学习（TBL）和在线学习模块融合的经验。对一年级医学生的三个连续队列进行了调查，以探索他们在不断发展的课程设计期间如何评价不同的教学方法。除了已显示出对新教学方法的接受程度有所提高之外，学生对教学法，在线教学和TBL教学的相对优点的看法也在发生变化。医学生对不同教学方法的欣赏程度受教学设计成熟度的影响。最好从更长远的角度看待教育变革，并认识到教师有必要在其机构范围内发展实施新方法的经验。

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