@article{oai:tenshi.repo.nii.ac.jp:00000339,
 author = {富川, 将史 and TOMIKAWA, Masafumi and 菅原, 邦子 and SUGAWARA, Kuniko},
 issue = {2},
 journal = {天使大学紀要, Bulletin of Tenshi College},
 month = {Feb},
 note = {PDF, 本研究の目的は、ヘルスアセスメントの一部に導入したTBL の学習効果と学生満足度を明らかにすることである。対象は、ヘルスアセスメントを受講した学生92 名とし、自記式質問紙調査を行った。また、iRAT とtRAT の得点変化を比較した。その結果、学生満足度では、68 名の回答（73.9％）を分析し、展開評価・各学習活動評価・学習評価に関する質問20 項目中18 項目で学生の80％以上が満足と回答していた。また、iRAT とtRAT の得点変化から導入したすべての単元で効果的な学習効果が認められた。さらに、学生が責任を自覚し主体的な学習行動をとる姿も見受けられた。以上のことからヘルスアセスメントにおけるTBL の導入は、学生の満足度のみならず学習効果や学生の主体性も引き出すことができており、ヘルスアセスメントの学習方略として効果的であったと考える。, The purpose of this research is to clarify the learning effects and student degrees of satisfaction of TBL, which was introduced into part of the health assessment. A total of 92 students who attended a health assessment program participated in the study, and an automatic recording survey questionnaire was administered. Score changes in iRAT and tRAT were compared. A total of 68 answers (73.9%) were analyzed regarding student degree of satisfaction, and more than 80% of students answered that the degree of satisfaction was related to their degree of development, each learning activity value and 18 item during 20 items of question about the learning evaluation. The learning effect was shown through the score changes in iRAT and tRAT. In addition, students became more aware of their responsibility in learning and were engaging in more independent learning behavior. The introduction of TBL in health assessment can improve the learning effects as well as the degree of student satisfaction and students’ independence; it appears to be an effective learning tool for health assessment.},
 pages = {1--9},
 title = {ヘルスアセスメント教育におけるチーム基盤型学習法(TBL)導入の試み},
 volume = {19},
 year = {2019},
 yomi = {トミカワ, マサフミ and スガワラ, クニコ}
}