式不仅能够使学生更明确学习目的, 改善学习习惯,提高学习效果。并且对教师的要求也会相应的更高, 使从一个仅仅的指导者变成了一个重要的参与者。也对教师提出了更高的要求。从而使教师具有更强课堂的驾御能力,更熟悉授课内容,熟练的把握课程的节奏, 做到有的放矢,收放自如,有张有弛。Р 参考文献Р [1] Stuart J Baetty, Pharm D, et al. Team-based learning in Therapeutics Workshop Sessions Р[J]. Pharm Educ, 2009, 73(6):100Р [2] Michalsen LK,Watson WE,Cragin JP, et al. Team-learning: A potential solution to the problems of large group classes[J]. Organ BehavTeach J, 1982,7: 13-22.Р [3] Grady SE. Team-based learning in pharmacotherapeutics[J]. Am J Pharm Educ,2011, 75( 7) : 136.Р [4] 杨淑华,李碧丽,曹秀风,等.临床医学专业学位研究生临床能力培养与考核[J].中国高等医学教育,2010(2):135-136.Р [5] 王鸿利, 陶仲为. 血液病的全身表现[ J]. 山东医药, 1991 ,31( 9): 29- 40 .Р [6] Wiener H, Plass H, Marz R. Team-based learning in intensive course format for frist year medical students[J].Croat Med J 2009, 50(1): 69-76
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