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目的 评价团队导向式教学(TBL)联合翻转课堂在心跳起源分析实验课程教学中的应用效果.方法 第四军医大学2015级五年制临床医学本科学员共60人,随机分为两组,分别给予传统讲授教学法(LBL)及TBL、翻转课堂联合教学法进行教学.课程结束后,通过调查问卷、理论及实践能力考核的方式来评价教学效果.结果 与传统的LBL相比,TBL、翻转课堂联合教学组学员的综合个人成绩为[(84.3±10.4)分vs.(73.2±13.5)分],差异具有统计学意义(P＜0.01).问卷调查结果显示,TBL、翻转课堂联合教学法有利于培养学员的综合学习能力,总体满意度达93.3％.结论 TBL、翻转课堂联合教学模式可以提高生理学心跳起源分析实验课程的教学效果,不仅提高学生的学习兴趣,并且有利于培养学生团队协作、独立思考和解决问题的学习能力.","AIM To evaluate the effect of team-based leaing (TBL) combined with flipped classroom in the teaching of heartbeat origin in physiological experiments.METHODS Sixty clinical medical students of 2015 Grade in Fourth Military Medical University were selected and randomized into two classes:experimental class (n =30),in which the combined mode of TBL and flipped classroom was used,and control class (n =30),in which the mode of traditional lecture-based leaing (LBL) was used.After the courses were completed,effects of the teaching modes in the two classes were evaluated by comprehensive score evaluation and questionnaire survey.RESULTS The average scores of comprehensive ability evaluation in experimental class and control class were [(84.3 ± 10.4) score vs.(73.2 ± 13.5)score],with significant difference between the two classes (P ＜0.01).93.3％ of the students in experimental class approved that TBL combined with flipped classroom enhanced their leaing interest,helped their acquirement of knowledge and improved their individual comprehensive ability.CONCLUSION TBL combined with flipped classroom mode is effective and valuable in the teaching of heartbeat origin in physiological experiments.Not only students leaing enthusiasm is generally promoted,but also their leaing abilities of team-working,independent thinking and problem solving are better developed.