摘要
目的：探索以病例为基础的学习（case-based learning，CBL）联合网络教学在口腔正畸学专业学位研究生临床能力培养中的意义。方法以40名口腔正畸学专业学位研究生为研究对象，随机均分为实验组和对照组，实验组采用CBL联合网络教学，对照组采用单纯CBL教学法。以Angle Ⅱ错颌畸形的矫治为专题，5周完成5次教学，最后以闭卷考试的方式检验两组学生对知识的掌握情况，以问卷调查的方式了解学生对体验教学方式的认同，初步探讨口腔正畸学专业学位研究生教学改革的方法与途径。结果实验组考试成绩为（86.60±9.71）分，对照组为（85.45±10.79）分，得分无统计学差异（P=0.73）；实验组及格率为95.00%，对照组及格率为90.00%，及格率无统计学差异（P=1.00）。问卷调查结果显示，实验组研究生中90.00%/18人认为CBL联合网络教学不影响临床时间安排；85.00%/17名学生认为感兴趣的问题能够更深入的讨论；100.00%/20人认为学习资源的分享更为快捷；60.00%/12名学生认为准备阶段需要花更多的时间查阅资料。结论 CBL联合网络教学在时间安排、问题探讨深度以及资源共享等方面较单纯CBL教学更有优势。
Objective To study the effects of case-based learning （CBL） teaching method combined with network on orthodontic postgraduate clinical ability training. Methods Totally 40 ortho-dontic postgraduates were randomly divided into 2 groups （20 per group） named as experimental group （EG） and control group（CG）. EG involved in CBL combined with network teaching method,while CG with CBL method only. after 5 teaching cycles,test scores of two groups were analyzed with SPSS 22.0. Results Average scores were （86.60 ±9.71） in EG and （85.45 ±10.79） in CG ,without statistical differences （P=0.73）. Pass rate of two groups were 95.00% and 90.00% ,without statistical differences （P=1.00）; As for the questionnaire survey, most of the students （90.00%） in EG considered CBL combined with network teaching method had no confliction with the clinical time,and helped to carry out in-depth clinical topic discussion. What was more,all of them （100.00%） in EG believed network facilitate their learning. Only part of them （60.00%） in EG thought that they spent a lot of time on reference material preparation. Conclusions Both CBL combined with network teaching method and CBL method can improve the clinical ability of orthodontic postgraduates significantly. However, CBL combined with network teaching method has advantages over time management, knowledge learning and resource sharing.
出处
《中华医学教育探索杂志》
2015年第5期450-453,共4页
Chinese Journal of Medical Education Research
基金
重庆市研究生教育教学改革研究项目（yjg110330）
