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Please use this identifier to cite or link to this item: http://hdl.handle.net/10285/11702

NII Resource type: Departmental Bulletin Paper
Title: 本学学部科目『形態機能学』におけるTeam-Based Learningの試み
Other Titles: A Team-Based Learning Experiment in the“ Anatomy and Physiology”
Authors: 大久保, 暢子
松本, 直子
加藤木, 真史
倉岡, 有美子
三浦, 友理子
島田, 伊津子
菱沼, 典子
佐居, 由美
伊東, 美奈子
大橋, 久美子
Keywords: 形態機能学
Team-Based Learning(チーム基盤型学習)
Anatomy and Physiology
Team-Based Learning
Active Learning
Nursing, Education
Shimei: 聖路加看護大学紀要
Issue: 40
Start page: 128
End page: 134
Issue Date: Mar-2014
Publisher: 聖路加看護大学
Abstract: 本学学部科目「形態機能学」の教授方法の一部にTBL を導入し,その教育的成果を検討した。結果,学生へ の自記式質問紙調査では,大半の学生が好評価を示し,課題レポート点数,科目評価においても前年度と差はな く,TBL 実施年度の方が良い箇所も認めた。以上から,本科目でのTBL 導入は教育的成果があったと考えられ る。しかしTBL が1 回のみの実施であったこと,前年度の教授方法よりも人員が必要であること,学生に十分 な自己学習時間を保証すること,前年度の教授方法でも良いとの意見も認めたことから,今後は,人的要因,自 己学習時間の保障の程度も踏まえ,教授方法の検討をしていく必要がある。
Abstract-Alternative: Team-Based learning(TBL)was introduced as part of the teaching method for the “Anatomy and Physiology” course at St. Luke’s College of Nursing and the educational outcomes were examined. In a self-administered questionnaire survey administered to students, the majority of students gave a favorable review. There was no difference in the research report scores or course evaluations from the previous year, and positive aspects were recognized in the year that TBL was implemented. Thus, the introduction of TBL into the course can be considered educationally effective. However, given that TBL was implemented only once, a greater human factor is required than the previous year’s teaching method and sufficient time for student self-learning must be ensured, and many expressed positive opinions about the teaching method used in the previous year, there is a need to further examine teaching methods while considering human factors and the amount of time set aside for self-learning.
Bibliography: 溝上慎一(2007). アクティブラーニング導入の実践的課題. 名古屋高等教育研究, 7, 269 - 287.
三木洋一郎, 瀬尾宏美(2011). 新しい医学教育技法「チーム基盤型学習(TBL)」. 日医大医会誌, 7(1),20 - 23.
Haidet, P., et al.(2012). Guidelines for Reporting Team-Based Learning Activities in the Medical and Health Sciences Education Literature. Academic Medicine, 87(3), 292 - 299.
中山富子, 中島朋美, 佐藤直美他(2010). 看護の視点を重視した形態機能学の授業検討. 東京都福祉保健医療学会誌平成21 年受賞演題論文集, 10 - 15.
菱沼典子(2011). 看護形態機能学 生活行動からみるからだ. 日本看護協会出版会, 東京.
菱沼典子, 大久保暢子(2011). 看護形態機能学とは. ナーシングトゥディ, 26(4), 44 - 47.
Cheng CY., Liou SR., Tsai HM., & Chang CH.(2013). The effects of team-based learning on learning behaviors in maternal-child nursing course. Nurse Education Today, 34(1), 25 - 30.
Parmelee, DX., DeStephen, D., & Borges, NJ.(2009). Medical Students’ attitudes about team-based learning in a pre-clinical curriculm. Medical Education Online, 14(1), 1 - 7.
The kind of text : Publisher
URI: http://hdl.handle.net/10285/11702
Appears in Collections:40号

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