摘要目的：探索以团队为基础学习(team-based learning,TBL)教学方法与发展性教学评价(developing teaching evaluation)相结合的教学模式在促进医学高等职业院校学生素质教育中的实用性和意义。方法采用整群抽样方法,选择厦门医学高等专科学校2011级护理专业3个班、助产专业1个班共277名学生为研究对象。将护理专业1班、2班设为实验组,护理专业3班和助产专业班设为对照组。在预防医学教学中,实验组采用 TBL 教学方法与发展性教学评价相结合教学模式,对照组采用以讲授为基础学习( lecture-based learning,LBL)和常规考核评价的教学模式。教学结束后,对两组学生就教学效果进行问卷调查,并采用 SPSS 13.0软件包对收集到的数据进行比较分析。结果实验组学生对 TBL 教学方法与发展性教学评价相结合教学模式接受率为81.8%,实验组2个班学生对该教学模式接受情况具有一致性,经秩和检验,差异无统计学意义(Z=-0.596,P>0.05)。两组学生的学习态度经字2检验,差异具有统计学意义(χ2=5.399,P<0.05)；两组学生对预防医学课程的认可度经秩和检验,差异具有统计学意义( Z =-2.181,P<0.05)。结论 TBL 教学方法与发展性教学评价相结合教学模式得到学生的普遍认可,对改善学生的学习态度和加强对知识的理解具有积极作用。但是,对 TBL 教学方法与发展性教学评价相结合教学模式的教学效果进行全面的评价以及形成系统的、规范的实施方案尚需进一步深入研究和探讨。

abstractsObjective To explore the practicability and significance of TBL combined with developing teaching evaluation in improving quality education in higher vocational colleges. Methods Four classes of 2011 grade students of Xiamen Medical College were randomly chosen in this research, including three classes of nursing students and one class of midwifery students. Among them two classes were experimental groups, the other two as control groups. In preventive medicine teaching, the students of experimental groups were taught in a combination model of TBL and developing teaching evaluation, while the students of control group were taught in the model of LBL combined with conventional evaluation. After the course was finished, teaching effects of two models were evaluated by questionnaire survey. SPSS 13. 0 software was used to do statistical analysis. Results 81. 8% of the students in experimental group accepted the “TBL combined with developing teaching evaluation” model, and the acceptance situation of the two classes were consistent with each other, difference was not statistically significant(Z= -0. 596,P>0. 05); The learning attitude of students in experiment group was more correct than that of students in control group, the difference was statistically significant( χ2= 5. 399,P < 0. 05);Approval rating of this&nbsp;course in experimental group was higher than that in control group, the difference was statistically significant (Z= -2. 181, P < 0. 05 ). Conclusions The “ TBL combined with developing teaching evaluation” model was universally approved by students in experimental group, it plays positive roles in im-proving students' attitude to learning and deepening their understanding of course. Experience has proved that such model to some extent had superiority and practicability in preventive medicine teaching. But the comprehensive evaluation of teaching effects and systematic, normalized plan need further research and dis-cussion.