视频片段教学法在儿童口腔科进修生临床前培训中的应用

Application of video sequence teaching method for advanced training students in department of pediatric dentistry

目的 探究在传统讲座教学和视频片段教学模式下儿童口腔科进修生对于儿童患者行为管理技巧的掌握情况。方法 在儿童口腔科临床前培训课程开始前,59名进修生被随机分为两组。传统讲座教学组29人,视频片段教学组30人。每组均向学员讲授六种儿童口腔行为管理技巧。在课程结束后,学员填写调查问卷。通过调查问卷评估学员对六种行为管理技巧的认知和临床应用的意愿。在其临床实践结束后,同样就行为管理技巧应用情况完成调查问卷。结果 课程结束后,更多学员倾向于将视频片段教学模式用于儿童口腔医学行为管理技巧的教学。对于声音控制,分散注意力和非语言交流三种行为管理技巧,视频片段教学组的学员在课后认为其临床应用较为简易的人数显著多于传统讲座教学组的学员(P<0.05)。且视频片段教学能够显著提高学员对告知-示范-操作、声音控制、分散注意力和非语言交流这四种行为管理技巧临床应用的意愿(P<0.05),同时显著提高学员在临床实践中采用告知-示范-操作,声音控制和分散注意力这三种行为管理技巧的比率(P<0.05)。结论 在儿童口腔医学行为管理技巧的授课中,视频片段教学方式能够使学员更好地掌握相关技巧并且提高其临床应用的意愿。这一教学模式具有较好的应用和推广前景。

Objective To investigate the perception differences of advanced training students in studying behaviour management technology in pediatric dentistry based on traditional lecture or video sequences teaching methods.Methods Before the pre-clinical training course for department of pediatric dentistry, 59 advanced training students were randomly divided into two groups.Traditional lecture group had 29 students while the video sequences group had 30 students.Six behaviour management technologies were taught in both groups.After the pre-clinical course, a questionnaire was filled in to assess the perception situations and the intentions of using these technologies in clinical work for these students.After their clinical training work, a similar questionnaire was also filled in to know the situation for these behaviour management technologies applied in clinical work by students.Results After the pre-clinical course, more advanced training students recommended to use video sequences methods in teaching behaviour management technology in pediatric dentistry.More students from video sequences teaching group thought voice control, attention distraction and non-verbal communication were easier in clinical use(P<0.05).In addition, more students from video sequences teaching group were willing to use tell-show-do, voice control, attention distraction and non-verbal communication technologies in clinic(P<0.05).Finally, authors found that the ratio of students using tell-show-do, voice control and attention distraction technologies was also higher in the video sequences teaching group(P<0.05). Conclusion In teaching of behaviour management technologies in pediatric dentistry, the video sequences teaching method would better help the advanced training students to master related knowledge and inspired their willingness to use these technologies in clinics.This teaching method had favorable applied and promotion prospect.