PBL与CBL联合教学在口腔颌面外科临床实习教学中的应用
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摘要
目的:探讨PBL、CBL联合教学方法在口腔颌面外科临床实习教学中的应用。方法:选取2014年6月-2017年6月在海南医学院第一附属医院、海南省人民医院、解放军总医院海南分院实习的海南医学院10级、11级、12级口腔本科学生共120名,随机分为A、B两组,每组60名。A组:除了采用传统带教实习教学外,还采用PBL、CBL联合教学方法;B组:采用传统带教实习教学。实习结束后比较两组同学的毕业考核理论、实践操作成绩及主观自我评估分析,对比两组同学教学效果。结果:A组主观题、病例分析题与实践操作得分高于B组,组间差异有统计学意义(P<0.05)。A组学生认为教学模式能够提高学习兴趣、提高分析解决临床问题能力、自主学习能力和提高团队协作能力的人数更多,与B组对比差异有统计学意义(P<0.05)。结论:PBL、CBL联合教学法在口腔颌面外科临床实习教学中能提高学生毕业理论、实践操作考核成绩,同时能有效提高学生学习兴趣、提高学习能力,提高分析临床病例的能力,培养临床思维。
Objective To analyze the effect of PBL combined with CBLteaching on Clinical Practice of oral students. Methods 120 oral students were selected in our hospital,The Hainan people's Hospital and The people's liberation army general hospital hainan branchfrom June 2014 to June 2017.They were randomly divided into group A and group B, group B studentsused the traditional teaching mode of teaching, group A with PBL combinedwith CBL teaching. Two groups of students in the theoretical examinationresults, the practice of assessment results and the evaluation of teachingmethods are compared. Results The two groups have statistical significance of the theory and practice of student achievement assessment score difference(P<0.05), the number of students in group A that the teaching mode can improve the interest of learning, problem analysis abilityand learning ability more, there was statistically signifcant correlation between group A(P<0.05). Conclusion PBL combined with CBL teaching can get better theoretical and practical results in standardized training of oral residents, and help to improve students' interest in learning and analysis.
Objective To analyze the effect of PBL combined with CBLteaching on Clinical Practice of oral students. Methods 120 oral students were selected in our hospital,The Hainan people's Hospital and The people's liberation army general hospital hainan branchfrom June 2014 to June 2017.They were randomly divided into group A and group B, group B studentsused the traditional teaching mode of teaching, group A with PBL combinedwith CBL teaching. Two groups of students in the theoretical examinationresults, the practice of assessment results and the evaluation of teachingmethods are compared. Results The two groups have statistical significance of the theory and practice of student achievement assessment score difference(P<0.05), the number of students in group A that the teaching mode can improve the interest of learning, problem analysis abilityand learning ability more, there was statistically signifcant correlation between group A(P<0.05). Conclusion PBL combined with CBL teaching can get better theoretical and practical results in standardized training of oral residents, and help to improve students' interest in learning and analysis.
引文
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[2]Wang G,Tai B,Huang C,et al.Establishing a multidisciplinary PBL curriculum in the School of Stomatology at wuhan university[J].Dent Educ,2008,72(5):610-615.
[3]Du DF,Li CZ,Shang SH,et al.Practising case-based learning in oral medicine for dental students in China[J].Dent Educ,2013,77(4):225-228.
[4]Zhang SY,Zheng JW,Yang C,et al.Case-based learning in clinical courses in a Chinese college of stomatology[J].Dent Educ,2012,76(10):1389-1393.
[5]林晶,李京旭,张香子,等.问题导向与病例引导相结合在口腔颌面外科教学中的应用[J].口腔颌面外科杂志,2016,26(4):299-301.
[6]余科,郑立舸,刘敏,等.经典病例分析结合PBL教学法在口腔修复学实验教学中的应用[J].牙体牙髓牙周病学杂志,2016,26(2):121-123.
[7]徐娟,胡敏.CBL和PBL教学法在颞下颌关节紊乱疾病的相关心理因素学习中的应用[J].中华老年口腔医学杂志,2015,13(5):296-300.
[8]Lam TP,Wan XH,Ip MS.Current perspectives on medical education in China[J].Med Educ,2006,40(10):938-939.
[9]Hendricson WD,Andrieu SC,Chadwick DG,et al..Educational strategies associated with development of problem-solving,critical thinking,and self-directed learning[J].Dent Educ,2006,70(9):925-936.
[10]Haden NK,Andrieu SC,Chadwick DG,et al.The dental education environment[J].Dent Educ,2006,70(12):1265-1270.