LBL联合CBL教学在口腔美学分析教学中的应用效果评价

Evaluation of Application Effect of LBL Combined with CBL Teaching in Oral Aesthetic Analysis Teaching

目的:探讨本科生临床前培训中采用以授课为基础教学法(Lecture-based learning,LBL)和以案例为基础的教学方法(Case-based learning,CBL)相结合的教学模式进行口腔美学教学的效果。方法:LBL教学部分是对口腔美学基本内容的讲解;LBL教学前后分别两次以小组模式进行美学分析讨论(CBL教学)。对学员两次美学分析中所采用的美学指标进行统计分析,比较两次美学指标的认知百分比(%);采用调查问卷形式评价学员对该教学模式的主观感受。结果:应用此教学模式,学生学习的积极性、主观能动性得到充分体现。教学后学生对美学指标认知的百分比呈现上升趋势,美学分析中所采用美学指标量由(4.29±1.42)个上升至(8.97±2.75)个,差异有统计学意义(P<0.05)。调查问卷结果显示学生对该教学模式的各项调查指标认可度均大于93.5%。结论:LBL和CBL的联合教学模式有助于构建学生的美学思维,提升学生的美学素养,以便应对临床工作中的美学修复难题,是一种效果较好的美学分析教学模式。

Objective To explore the teaching effect of oral aesthetics analysis teaching based on lecture-based learning(LBL)combined with case-based learning(CBL)in preclinical training for undergraduates.Methods LBL teaching part was to explain the basic content of oral aesthetics.Before and after LBL teaching,aesthetic analysis and discussion were conducted twice in group mode(CBL teaching).The esthetic parameters used by students in the two esthetic analyses were analyzed to obtain the cognitive percentage(%).In addition,the subjective feelings of the students on the teaching activity were obtained in the form of questionnaire.Results The combined application of LBL and CBL in the esthetic analysis stimulated the students'enthusiasm and initiative in learning.After the teaching,the cognitive percentage of esthetic parameters increased.The number of esthetic parameters used in esthetic analysis increased from(4.29±1.42)to(8.97±2.75),The difference was statistically signifi cant(P<0.05).The results of the questionnaire show that the students'recognition of the teaching mode is more than 93.5%.Conclusion The combined teaching mode of LBL and CBL is helpful to construct the esthetic perspectives of students and improve their ability in dealing with the esthetic problems in clinical work.