口腔修复临床教学中的PBL教学法应用

Application of PBL teaching method in clinical teaching of oral rehabilitation

目的:培养学生在口腔修复学习中独立思考、自主学习和解决口腔修复实际问题的能力。方法:将2014年9月-2015年9月在西安交通大学第一附属医院口腔科实习的60名口腔临床医学五年制本科生平均分为实验组和对照组,采用PBL教学法(Problem-Based,Learning,简称PBL)的30名学生为实验组,采用普通教学法的30名学生为对照组,根据科考核以及满意度调查,从而评估PBL教学法的教学效果。实验组和对照组的考核方式、评分人员均相同。结果:实验组的实习学生可考核53.3%优秀,9%合格。与对照组相比,P<0.05,有统计意义。实验组的满意度为100%,对照组为73.3%,实验组的满意度明显高于对照组。结论:PBL教学法与传统的教学方法相比,有显著优势,值得广泛应用于口腔修复临床教学中。

Objective To cultivate students＇ ability of independent thinking, independent learning and solving practical problems in oral rehabilitation. Methods 60 internship students in The First Affiliated Hospital of Xi＇an Jiaotong University form September 2014 to September 2015, were average divided into experimental group and control group, 30 students using PBL teaching method as the experimental group, 30 students in the control group, evaluatde the teaching effect of PBL teaching method according to the evaluation and satisfaction survey, The experimental group and the control group share the assessment methods, the same score. Results the students of the experimental group can assess the 53.3% outstanding, 97% qualified. Compared with the control group, P 0.05, which had statistical significance. The satisfaction of the experimental group was 100%, the control group was 73.3%, the satisfaction of the experimental group was significantly higher than the control group. Conclusion PBL teaching method in clinical teaching of oral rehabilitation, compared with the traditional teaching method, has more advantages, and it is widely used in the clinical teaching of oral rehabilitation.