Application and exploration of TPDS teaching methodology in nephrology education
TPDS教学方式在肾病内科教学中的应用与探索

摘要

目的 探讨TPDS教学方式在肾病内科教学中的应用与探索。方法 运用随机数字表法将80名学生（2023年9月--2024年9月）分为对照组及观察组，均40名，对照组进行常规教学，观察组进行TPDS教学。比较两组考核成绩、学习成果、教学质量、满意度。结果 考核成绩对比，2组教学前均P>0.05，教学后提高且观察组更高（P<0.05）。5项学习成果评分对比，2组教学前均P>0.05，教学后均提高且观察组更高（P<0.05）。5项教学质量评分对比，2组教学前均P>0.05，教学后均提高且观察组更高（P<0.05）。满意度对比，观察组更高（97.50 ％ VS 85.00％）（P<0.05）。结论 TPDS教学在肾病内科教学中应用效果理想，学生考核成绩提高，学习成果显著，教师教学质量得到提高，整体满意度提升，值得推广应用。

Abstract

Objective To explore the application and effectiveness of Team Problems Discussion Share (TPDS) teaching methodology in nephrology education.
Methods Using a random number table, 80 students (September 2023–September 2024) were divided into a control group (n=40, traditional teaching) and an observation group (n=40, TPDS teaching). Comparative metrics included examination scores, learning outcomes, teaching quality, and satisfaction rates.
Results Examination scores: No significant difference pre-intervention (P>0.05); post-intervention scores increased significantly in both groups, with higher improvement in the observation group (P<0.05).Learning outcomes: Five assessed metrics showed no pre-intervention difference (P>0.05); post-intervention improvements were significantly greater in the observation group (P<0.05).Teaching quality: Five evaluated dimensions demonstrated similar pre-intervention baselines (P>0.05); the observation group exhibited superior post-intervention enhancement (P<0.05).Satisfaction rates: The observation group reported higher satisfaction (97.50% vs. 85.00%, P<0.05).
Conclusion   TPDS methodology proves effective in nephrology education, enhancing examination performance, learning outcomes, teaching quality, and overall satisfaction. Its broader application is recommended.