通讯作者: 张兰, zhanglan@xwhosp.org

DOI：10.12201/bmr.202604.00091

Exploration and Practice of Blended Teaching Model Based on TBL+CBL in the Course of Clinical Pharmacokinetics for Long-term Medical Training

• 摘要：目的 本文旨在深入剖析并研究将团队导向学习（team based learning，TBL）与案例教学法（case based learning，CBL）相融合的混合式教学模式，应用于长学制医学生所学习的临床药代动力学课程时所呈现出的具体成效。方法 选取首都医科大学2020级及2021级临床医学专业学生为研究对象，2020级58名学生作为对照组（采用传统授课模式(Lecture-based Learning，LBL)），2021级60名学生作为实验组（采用TBL+CBL混合式教学）。采用期末考核成绩、形成性评价结果及问卷调查综合评价教学效果，并采用SPSS 27.0进行统计分析。结果 实验组学生的期末考核成绩尤其是案例分析报告得分显著高于对照组（P<0.05）。形成性评价显示，实验组团队测试（?team Readiness Assurance Test，tRAT）成绩优于个人测试（individual Readiness Assurance Test，iRAT），且差距明显，充分体现了团队协作带来的‘认知增值’效应；同时实验组案例分析能力也显著提升。问卷调查结果表明，实验组学生对教学模式兴趣度、自主学习能力提升、激发学习兴趣、临床思维能力、协作意识和团队合作、师生交流沟通和课堂学习效果提升的评分均高于对照组。结论 TBL+CBL混合式教学模式可有效提升临床药代动力学的教学质量，促进学生临床胜任力和综合素养的培养，具有较高的应用与推广价值。

  关键词： 团队导向学习；案例教学法；混合式教学；临床药代动力学；教学改革; ; ; ; 

   

  Abstract: Objective: To explore the application effect of a blended teaching model combining Team-Based Learning (TBL) and Case-Based Learning (CBL) in clinical pharmacokinetics courses for long-term medical students. Methods: A total of 58 students from the 2020 cohort and 60 students from the 2021 cohort at Capital Medical University were selected as subjects. The control group consisted of 58 students, who received traditional lecture-based learning (LBL), while the experimental group consisted of 60 students, who underwent TBL+CBL blended instruction. The teaching effectiveness was comprehensively evaluated through final exam scores, formative assessment results, and a questionnaire survey, which were analyzed using SPSS 27.0. Results: The experimental groups final exam scores, especially those in case report analysis, significantly outperformed those of the control group (P<0.05). Formative assessments revealed that the team test (tRAT) scores of the experimental group were superior to individual test (iRAT), and there was a significant improvement in case analysis skills. Survey results indicated that the experimental group showed higher interest in the teaching model, enhanced autonomous learning abilities, stimulated interest in learning, improved clinical thinking skills, enhanced collaborative awareness and team spirit, better teacher-student communication, and enhanced classroom learning outcomes compared to the control group. Conclusion: The TBL+CBL blended teaching model effectively enhances the quality of clinical pharmacokinetics education, promotes the development of students clinical competence and overall qualities, and holds high application and promotion value.

  Key words: Team-Based Learning; Case-Based Learning; Blended Teaching; Clinical Pharmacokinetics; Teaching Reform

  提交时间：2026-04-10

  版权声明：作者本人独立拥有该论文的版权，预印本系统仅拥有论文的永久保存权利。任何人未经允许不得重复使用。
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• 序号	提交日期	编号	操作
  1	2026-03-05	10.12201/bmr.202604.00091V1	下载

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