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本文引用的文献

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The educational theory basis of team-based learning.团队学习的教育理论基础。
Med Teach. 2012;34(10):796-801. doi: 10.3109/0142159X.2012.687120. Epub 2012 May 30.
2
A 3-year experience implementing blended TBL: active instructional methods can shift student attitudes to learning.实施混合 TBL 的 3 年经验：主动教学方法可以改变学生的学习态度。
Med Teach. 2011;33(9):750-3. doi: 10.3109/0142159X.2011.558948. Epub 2011 May 19.
3
A controlled trial of active versus passive learning strategies in a large group setting.在大群体环境中对主动学习策略与被动学习策略进行的对照试验。
Adv Health Sci Educ Theory Pract. 2004;9(1):15-27. doi: 10.1023/B:AHSE.0000012213.62043.45.
4
Team learning in medical education: initial experiences at ten institutions.医学教育中的团队学习：十所院校的初步经验
Acad Med. 2003 Oct;78(10 Suppl):S55-8. doi: 10.1097/00001888-200310001-00018.

脊椎按摩疗法专业学生对基于团队的学习的态度。

Chiropractic student attitudes toward team-based learning.

作者信息

Sherrier William, Brennan Teresa, Rabatsky Ali

出版信息

J Chiropr Educ. 2016 Oct;30(2):121-123. doi: 10.7899/JCE-15-17. Epub 2016 Jul 19.

DOI:10.7899/JCE-15-17
PMID:27439766
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5067120/
Abstract

OBJECTIVE

The purpose of this study was to measure chiropractic student attitudes toward team-based learning (TBL) to determine if they are similar to those of medical students and to help clarify existing evidence regarding student perceptions of TBL.

METHOD

Two consecutive cohorts of chiropractic students enrolled in a course that used weekly TBL activities completed an adaptation of the value of teams survey at the end of the term. Chi square analysis was used to assess for differences in scores between the beginning and end of the term.

RESULTS

The students did value the TBL process (χ = 75.21, p < .001). Students had a neutral opinion regarding TBL at the start of the term (χ = 30.41, p < .001), but their opinion of TBL improved by the end of the term (χ = 51.66, p < .001).

CONCLUSION

These results were similar to those found in medical education studies. Students tended to value TBL, but they were more receptive to it over time.

摘要

目的

本研究旨在衡量整脊医学专业学生对基于团队的学习（TBL）的态度，以确定其是否与医学专业学生的态度相似，并有助于澄清关于学生对TBL认知的现有证据。

方法

连续两个队列的整脊医学专业学生参加了一门每周使用TBL活动的课程，并在学期末完成了团队价值调查问卷的改编版。采用卡方分析评估学期初和学期末得分的差异。

结果

学生确实重视TBL过程（χ = 75.21，p < .001）。学生在学期开始时对TBL持中立态度（χ = 30.41，p < .001），但到学期末他们对TBL的看法有所改善（χ = 51.66，p < .001）。

结论

这些结果与医学教育研究中的结果相似。学生倾向于重视TBL，但随着时间的推移他们对TBL的接受度更高。