“互联网+”翻转课堂在口腔颌面外科教学中的应用

Application of“Internet+”Flipped Classroom in Oral and Maxillofacial Surgery Teaching

目的初步探讨"互联网+"翻转课堂教学方式在口腔颌面外科教学中的应用,改善教学效果。方法滨州医学院口腔学院五年制口腔医学本科生共63名,随机分为两组,选取第7版口腔颌面外科学《唾液腺疾病》一章为教学内容,实验组32名学生采用"互联网+"翻转课堂教学方式,对照组31名学生采用传统教学方式,课程结束后对两组学生进行理论题和病例分析题考试,理论题部分(共60分),病例分析题部分(共40分),对考试结果进行对比,通过问卷调查的方式评估实验组学生对"互联网+"翻转课堂教学效果的满意度。结果实验组理论题、病例分析题、总成绩均高于对照组,且差异均有统计学意义(P<0.05),实验组学生对教学满意度总体较高,大部分学生希望继续采用"互联网+"翻转课堂教学方式。结论"互联网+"翻转课堂教学方式可以显著提高口腔医学生的理论成绩和病例分析能力,有助于提高学习积极性、提高临床思维能力、提高分析解决问题的能力、提高自学能力等。

Objective To explore the application of the“Internet+”flipped classroom teaching method in oral and maxillofacial surgery,and to improve the teaching effect.Methods A total of 63 five-year stomatology undergraduate students of oral medicine in Binzhou Medical University were selected and randomly divided into two groups,the chapter of salivary gland diseases in the 7th edition of oral and maxillofacial surgery was selected as the teaching content,the test group of 32 students were teaching by“Internet+”flipped classroom teaching method,and the control group of 31 students were teaching by traditional teaching method.After the end of teaching work,theoretical examination and case analysis test were used in order to evaluate the performance of the two groups,the theoretical part(60 points)and the case analysis part(40 points),and the results were analyzed statistically.Questionnaire were conducted to investigate the student satisfaction of the“Internet+”flipped classroom teaching.Results The scores of examination of medical theoretical knowledge and case analysis in the experimental group were higher than those in the control group,and the difference was statistically significant(P<0.05).The satisfactory rate of the experimental group students was relatively high in general.Most students hope to continue to adopt the“Internet+”flipped classroom teaching method.Conclusion“Internet+”flipped classroom teaching method can significantly improve the academic performance of medical students,improve students'case analysis capability,interest in learning,clinical thinking ability,competency to analyzing problems and self-learning ability.