The practical application of “team-based learning” mode in fundamental medical courses: Medical Immunology as the example

Abstract:

“Team-based learning” mode was applied in Medical Immunology course for Clinical Medicine Science Major. In theoretical teaching, the case-based, problem-based, role-exchange and seminar-based instruction were used, while the hierarchical-instructed learning were adopted in the practice teaching during experiment courses, elective experiment courses, and university student innovation project. In all the teaching processes, various teaching methods such as Mind Mapping, Wenjuanxing, and Growth Record Bag were employed comprehensively. Ideological and political education were transmitted through telling many curriculum politics cases along with medical knowledge, and diversified evaluation were implemented based on team-process-assessment. Through this mode, students’ autonomous learning ability, team cooperation ability, practical ability, innovation ability and humanistic quality have been cultivated. It was well established that the basement for educating high-quality, high-capability applied talents. The team-based learning mode accepted by most students can provide thinking and reference for the conduct of basic medical courses, other related courses and the cultivation of talents in universities.

Key words:team-based learning, theory class, practice class, diversified teaching methods and means, curriculum politics, applied talent