口腔修复见习教学模式分析与研究

Analysis and Research of Teaching Mode of Probation in Oral Prosthodontics

目的 探讨口腔修复见习教学模式。方法 选择2021年5—7月在首都医科大学大兴教学医院口腔科修复见习的3年制口腔专科学生25名作为试验组,采用以问题为基础的学习(problem-based learning,PBL)教学法与以案例为基础的学习(case-based learning,CBL)教学法联合的见习教学模式;选择2019年5—7月在首都医科大学大兴教学医院口腔科修复见习的3年制口腔专科学生23名作为对照组,采用传统见习教学模式。对两组客观出科理论考试成绩、实践技能操作考试成绩及学生综合素质进行评价对比。结果 试验组出科考核成绩高于对照组(P <0.05);在增加学习积极性、增强解决问题及临床工作的能力、帮助课堂气氛的活跃、对教学方式及效果满意评价方面,试验组均优于对照组(P<0.05)。结论 采用PBL教学法与CBL教学法联合的见习教学模式可以提高口腔修复教学效果及质量。

Objecive To explore the teaching mode of probation in oral prosthodontics. Methods 25 three-year stomatological students who were apprenticed in the Beijing Daxing Teaching Hospital Affiliated to Capital Medical University from May to July 2021 were selected as the experimental group, and the combination of problem-based learning(PBL) teaching method and case-based learning(CBL) teaching method was adopted as the probation teaching mode;Twenty three three-year stomatological students who were apprenticed in the Beijing Daxing Teaching Hospital Affiliated to Capital Medical University from May to July 2019 were selected as the control group,and the traditional probation teaching mode was adopted.Evaluate and compare the scores of the two groups of objective theoretical examination, practical skill operation examination and students’ comprehensive quality. Results The examination results of the test group were higher than those of the control group(P<0.05). The experimental group was superior to the control group in terms of increasing learning enthusiasm, enhancing the ability to solve problems and clinical work, helping the classroom atmosphere to be active, and evaluating teaching methods and effects satisfactorily(P<0.05). Conclusion The probation teaching mode of PBL combined with CBL can improve the teaching effect and quality of oral prosthodontics.