Application research of the team-based autonomous learning in the medical ethics teaching / 中华医学教育探索杂志

ABSTRACT

Objective To demonstrate the practicality of a team-based autonomous learning in the medical ethics teaching. Methods 186 five-year program clinical medical juniors were randomly divided into Group A (96 people) and Group B (90 people) which were given a team-based autonomous learning and traditional learning style learning respectively, and the teaching effect was compared from the aspects of critical thinking ability and class final evaluation.All data were analyzed by SPSS 15.0 and checked by t test. Results In the critical thinking ability, CCTDI scores of two groups before the start of the subject were (271.10±19.77) (experimental group) and (272.54±23.44) (control group), while at the end of the course,the test scores were(285.93±21.37) (experimental group), and(280.87±19.24) (control group). In the course of final evaluation, the experimental group was higher than that of control group, with the final scores[(79.86±12.37) vs. (77.24±9.17)], clinical case analysis scores[(81.07±7.43) vs. (75.23±10.74)], the scores of independent practice (7.598±1.231) vs. (7.019±0.997)]. Conclusion The team-based autonomous learning improve the learning effect positively. The practicability of this new way of learning is worth affirmation.