“快乐教学法”在牙周病学课程本科生教学中的应用效果

Application effect of the“happy teaching method”in the teaching of periodontology for undergraduates

目的探讨“快乐教学法”引入口腔医学本科生牙周病学课程教学中的应用效果。方法使用随机数字表法将第四军医大学2019年和2020年共38名大学四年级口腔医学专业五年制本科生分为实验组(19名)和对照组(19名)。选取课程中的“龈病”“牙周炎”“牙周炎的伴发病变”“牙周病多学科联合治疗”和“牙周病病案讨论”共5次课进行分组教学。对照组采用传统教学法,实验组采用“快乐教学法”。通过学员问卷调查评分、教员评分和最终理论考试3个层面对两种教学方法的实施效果进行综合评估。结果两组学员理论知识掌握和归纳分析能力培养评分比较差异无统计学意义(P>0.05),实验组学习主动性、课堂学习效率、临床思维能力培养、医患沟通能力培养、团队协作能力培养、总体教学满意度及总分均高于对照组,差异有统计学意义(P<0.05)。实验组学员自主学习能力、临床思辨能力、课堂活跃程度、发现及解决问题能力得分及总评分均高于对照组,差异有统计学意义(P<0.05)。两组客观类型题得分比较,差异无统计学意义(P>0.05),但实验组病例分析题成绩及总成绩高于对照组,差异有统计学意义(P<0.05)。结论“快乐教学法”基于寓教于乐的理念,既提升学员学习兴趣,又可获得很好的教学效果,值得在牙周病学本科生教学中推广应用。

Objective To investigate the application effect of“happy teaching method”in periodontology education for undergraduates majoring in stomatology.Methods A total of 38 four-year undergraduate students majoring in stomatology in the Fourth Military Medical University in 2019 and 2020 were divided into experimental group(19 students)and control group(19 students)by random number table method.Five lessons namely“gingivitis”,“periodontitis”,“periodontitis-associated diseases”,“multidisciplinary team treatment”,and“case discussion on periodontal diseases”were selected for group teaching.The control group adopted traditional teaching method and the experimental group adopted“happy teaching method”.The implementation effects of the two teaching methods were evaluated comprehensively from three levels of student questionnaire survey scores,teacher scores and final theoretical examinations.Results There were no significant differences in scores of theoretical knowledge and inductive analysis ability between the two groups(P>0.05),the scores of learning initiative and efficiency of classroom learning,clinical thinking ability cultivation,doctor-patient communication skills,team cooperation ability training,the overall teaching satisfaction,and total score of the experimental group were higher than the control groups and the differences were statistically significant(P<0.05).The scores of independent learning ability,clinical thinking ability,classroom activity,problem finding,solving ability,and total score of students in the experimental group were higher than those in the control group,the differences were statistically significant(P<0.05).There were no statistically significant differences in the scores of objective type questions between the two groups(P>0.05),but the scores of case analysis questions and total scores of the experimental group were higher than those of the control group,and the differences were statistically significant(P<0.05).Conclusion“Happy teaching tethod”can improve the teaching efficiency of classroom learning and appears to be a useful teaching method in Periodontology education for undergraduates.