基于“卓越医生教育”的RISE+CBL模块教学法在牙体牙髓病学中的应用

Application of RISE plus CBL Teaching Modes Based on the Excellent Doctor Education and Training Program in Teaching of Endodontics

目的:探讨在牙体牙髓病学教学中应用以文献为导向的自我学习(RISE)和案例基础的学习(CBL)教学法相结合应用的可行性。方法:通过典型代表性病例4例,选取石河子大学口腔医学本科2016级学生36人,随机分为实验组和对照组,教学实验改革分为两期,一期为实验组采用RISE+CBL教学法,对照组采用LBL教学,二期为实验组与对照组交叉设计,比较两组学生专业学科综合考核成绩,分析两组学生对教学方法的评价结果。结果:一期教学后学生专业学科综合考核中,实验组优于对照组(P<0.05);调查评价显示在激发学习积极性和兴趣、有利于临床思维模式的建立、有利于提高分析问题及解决问题的能力、提高查阅文献的能力、提高语言组织表达能力、提高团队协作能力、有利于知识点记忆和巩固、提高学习效率上两组差异有统计学意义;二期教学后两组学生在专业学科综合考核无明显统计学差异(P>0.05)。结论:通过RISE+CBL教学法可以有效提高口腔医师临床思辨及实践能力。

Objective:To discuss the effect of RISE combined with CBL teaching method in department of endodontics clinical practice teaching.Methods:The study was divided into two phases.one:A total of 36 oral clinical 2016 undergraduate students were selected and randomly divided into experimental group(RISE+CBL)and control group(LBL).two:The experimental group and the control group were exchanged.The teaching efficiency was evaluated through the teaching assessment and questionnaire survey.Results:After the first teaching session,In Comprehensive assessment,the experimental group was better than the control group(P<0.05).There have significant difference between two groups in Stimulate the enthusiasm and interest in learning、The establishment of clinical thinking mode、Improve the ability to analyze and solve problems、Improve the ability to consult literature、improve the ability of language organization and expression、Improve teamwork ability、Knowledge points memory and consolidation、Improve learning efficiency.After the second teaching session,There was no significant difference between two groups in Comprehensive assessment of professional disciplines.Conclusion:RISE+CBL teaching method is helpful for the cultivation of clinical thinking and clinical practice ability of clinical medicine students.