PBL、SP、翻转课堂联合教学法在牙体牙髓病学本科生实习教学中的应用研究

Research on the application of the combined teaching method of PBL,SP and flipped classroom in undergraduate internship teaching of endodontics

目的分析基于问题为核心(PBL)、标准化病人(SP)、翻转课堂三种教学法联合应用于牙体牙髓病学实习中的教学效果。方法本研究对象来源于第四军医大学口腔医院五年制口腔专业学生(2016、2017级),数据搜集整理时间为2022年8月。选取2017级五年制口腔专业学生(试验组,n=14)、2016级五年制口腔专业学生(对照组,n=15)。试验组采用联合教学法,对照组采用传统的以教师授课为基础(LBL)的教学法,通过考核成绩分析和问卷调查对比两组教学效果。结果试验组理论考试分数(90.57±3.61)分、病例分析分数(87.21±3.83)分均高于对照组的(84.20±3.41)分及(83.93±2.58)分,差异有统计学意义(P<0.05);试验组学习兴趣、学习效率、综合分析能力、临床思维能力、医患沟通技巧、爱伤意识、团队意识、教学满意度的教学效果高于对照组,差异有统计学意义(P<0.05)。结论牙体牙髓病学实习教学中联合运用PBL、SP、翻转课堂教学法可有效提高实习的成效,有效培养学生病例分析、鉴别诊断思维、医患沟通技巧、爱伤爱患意识等各方面临床综合能力。

Objective To analyze the teaching effects of a combination of three teaching methods of problem-based learning(PBL),standardized patient(SP),and flipped classroom in endodontics internships.Methods The subjects of this study were students majoring in stomatology in the five-year program of the Stomatological Hospital of the Fourth Military Medical University(grades 2016 and 2017),and the data was collected and organized in August 2022.Grade 2017 students majoring in stomatology in the five-year program(the test group,n=14)and Grade 2016 students majoring in stomatology in the five-year program(the control group,n=15)were selected for the study.The test group adopted the combined teaching method,while the control group adopted the traditional teaching method of lecture-based learning(LBL).The teaching effects of the two groups were compared through examination score analysis and questionnaire survey.Results The theoretical exam scores(90.57±3.61)and case analysis scores(87.21±3.83)of the test group were higher than those of the control group(84.20±3.41,83.93±2.58),with statistically significant differences(P<0.05).The teaching effect of the test group in terms of learning interest,learning efficiency,comprehensive analysis ability,clinical critical thinking ability,doctor-patient communication skills,the consciousness of patient-friendly and dedication,team awareness,and teaching satisfaction was higher than that of the control group,with statistically significant difference(P<0.05).Conclusion The combined use of PBL,SP,and flipped classroom teaching methods in the internship teaching of endodontics can effectively improve the effect of the internship,and effectively train students in various clinical comprehensive abilities such as case analysis,differential diagnosis thinking,doctor-patient communication skills,and the consciousness of patient-friendly and dedication.