PBL教学法对口腔专业见习教学的临床效果分析

Teaching Effect of PBL Method in Stomatological Clinical Practice

目的探究以问题为中心(problem based learning,PBL)教学法在口腔见习教学中的临床教学效果。方法选择2011年1月至2014年9月在我院口腔科接受见习教学的学生146人,以随机数字法分为观察组和对照组各73人。其中观察组采用PBL教学法进行见习教学,而对照组采用授课式教学法(lecture based learning,LBL)教学。对两组学生进行知识掌握情况的测试、问卷调查以及临床推理测试结果,并对护理的患者进行护理前后生活质量的评定。结果观察组在考核中主、客观成绩以及总成绩均显著高于对照组,并且在问卷调查中发现观察组中的教学法更有利于学生接受。另外在临床推理测试中发现观察组诊断、方案设计及总成绩高于对照组,而观察组护理后所有患者的生活质量水平明显更高。差异均有统计学意义(均P<0.05)。结论 PBL能有效避免LBL以教师为主的教学特点,对学生问题解决能力、思维能力有显著的提高效果。

Objective To explore the teaching effect of problem based learning（ PBL） method in stomatological clinical probation. Methods From January 2011 to September 2014,146 students in their clinical probation in Stomatology Department of our hospital were selected and randomly divided into observation group and control group,each with 76 students. PBL teaching method was implemented in the observation group while the control group adopted traditional lecture based learning（ LBL） method. The Knowledge test,questionnaire survey and clinical reasoning test were carried out in both groups,and patients＇ life quality before and after care was investigated as well. Results The subjective performance,objective scores and the total scores of the observation group were significantly higher than those of the control group. It was found out in the questionnaire survey that teaching method applied in the observation group was easily accepted. What＇ s more,in the clinical reasoning test,the diagnosis result,program design and total score of the observation group were all higher than those of the control group,and the patients＇ life quality after care in the observation group was obviously higher than that of the control group. The differences were statistically significant（ P〈0. 05）. Conclusion PBL method,which can effectively avoid the teacher- centered inclination of LBL method,proves to be effective in improving students＇ thinking ability and problem solving ability.