Pileggi Roberta, O'Neill Paula N
University of Florida Health Science Center, College of Dentistry, Department of Endodontics, Room D10-37, P.O. Box 100436, Gainesville, FL 32610-0436, USA.
J Dent Educ. 2008 Oct;72(10):1182-8.
A team-based learning (TBL) approach was used to facilitate student learning and performance in a sophomore preclinical endodontic course. TBL is based upon the division of a class into small groups of students using a problem-based learning approach. The purpose of this project was to improve student ability to diagnose diseases utilizing TBL combined with an audience response system (ARS). Three measures were used to assess the outcomes: 1) pre- and posttest scores, 2) a diagnostic skills assessment during the final examination, and 3) an attitudinal survey completed by the students. At the beginning of the course, second-year students (n=64) were evaluated to determine entry-level knowledge. Six groups of ten to eleven students each were pretested, followed by a parallel posttest following the implementation of the TBL experience. Students' performance on the posttest (63.4 percent) showed improved results when compared to the pretest (36.9 percent). Students also exhibited improved diagnostic skills with the final examination. The results of the students' attitudinal survey indicated an 80 percent agreement that TBL enhanced their powers of critical analysis.
采用基于团队的学习（TBL）方法促进大二临床前牙髓病学课程中学生的学习和表现。TBL基于将班级学生分成小组并采用基于问题的学习方法。本项目的目的是利用TBL结合观众反应系统（ARS）提高学生诊断疾病的能力。采用了三项措施来评估结果：1）课前和课后测试成绩；2）期末考试期间的诊断技能评估；3）学生完成的态度调查。在课程开始时，对二年级学生（n = 64）进行评估以确定入门级知识。对六组每组十到十一名学生进行了课前测试，随后在实施TBL体验后进行了平行的课后测试。与课前测试（36.9%）相比，学生在课后测试中的表现（63.4%）有所提高。学生在期末考试中也表现出了更好的诊断技能。学生态度调查的结果表明，80%的人认为TBL增强了他们的批判性分析能力。
