PBL联合翻转课堂对口腔专业医学生临床思维能力的影响

Effect of PBL Combined With Flipped Classroom on Clinical Thinking Ability of Medical Student of Stomatology

目的探讨以问题为基础的教学法(problem-based learning,PBL)联合翻转课堂在口腔专业医学生带教中的应用效果及对临床思维能力的影响。方法选取2021年3月—2023年5月哈尔滨医科大学附属第一医院74名口腔专业医学生为对象,采用信封法分为2组,各37名。对照组采取传统方法带教,观察组在对照组基础上采用PBL联合翻转课堂教学。2组均完成3个月带教,比较2组带教质量、临床思维能力、批判性思维能力及满意度。结果观察组教学3个月后病例分析评分为(91.58±3.63)分、名词解释评分为(90.86±5.41)分、理论成绩为(92.42±5.69)分、实践技能评分为(91.74±3.61)分、课堂表现评分为(92.23±5.45)分及作业完成评分为(93.18±5.45)分,高于对照组的(80.24±3.12)分、(83.27±4.24)分、(82.25±4.12)分、(81.15±3.21)分、(80.88±4.52)分、(82.23±4.34)分,差异有统计学意义(P<0.05);观察组教学3个月后问诊沟通评分为(17.74±2.26)分、病史采集评分为(17.78±2.22)分、诊治准确性评分为(18.16±1.83)分、治疗方案合理评分为(18.43±1.57)分及临床检查项目评分为(18.51±1.49)分,高于对照组的(13.57±2.01)分、(13.52±1.98)分、(14.34±1.82)分、(14.58±1.63)分、(14.39±1.54)分,差异有统计学意义(P<0.05);观察组教学3个月后寻求真相评分为(38.74±5.41)分、认知成熟度评分为(37.28±6.63)分、思想开放评分为(40.63±6.89)分、求知欲评分为(44.79±6.53)分、分析能力评分为(42.84±6.82)分、批判性思维的自信心评分为(41.95±6.59)分及系统化能力评分为(40.89±6.61)分,高于对照组的(30.52±4.59)分、(33.26±5.41)分、(34.15±5.53)分、(39.51±5.83)分、(38.34±5.55)分、(37.83±4.73)分、(35.79±4.51)分,差异有统计学意义(P<0.05);观察组教学3个月后对提高自学能力、利于技能掌握、形成临床思维、增强师生互动、占用课外时间等方面的满意度高于对照组,差异有统计学意义(P<0.05)。结论PBL联合翻转课堂用于口腔专业医学生带教中能提高教学质量,有助于提升学生临床思维能力及批判性思维能力,可获得较高的教学满意度。

Objective To explore the application effect of problem-based learning(PBL)combined with flipped classroom in the teaching for stomatology medical students and its impact on clinical thinking ability.Methods A total of 74 medical student of stomatology from the First Affiliated Hospital of Harbin Medical University from March 2021 to May 2023 were selected as the subjects,and were divided into two groups using envelope method,with 37 students in each group.The control group received traditional teaching methods,while the observation group received PBL combined with flipped classroom teaching on the basis of the control group.Both groups completed 3 months of teaching,and the quality of teaching,clinical thinking ability,critical thinking ability,and satisfaction were compared between the two groups.Results After 3 months of teaching,the case analysis score of the observation group was(91.58±3.63)points,the noun interpretation score was(90.86±5.41)points,the theoretical score was(92.42±5.69)points,the practical skill score was(91.74±3.61)points,the class performance score was(92.23±5.45)points and the homework completion score was(93.18±5.45)points,which were higher than(80.24±3.12)points,(83.27±4.24)points,(82.25±4.12)points,(81.15±3.21)points,(80.88±4.52)points,(82.23±4.34)points of the control group,the difference was statistically significant(P<0.05).After 3 months of teaching,the score of consultation and communication of the observation group was(17.74±2.26)points,the score of medical history collection was(17.78±2.22)points,the score of diagnosis and treatment accuracy was(18.16±1.83)points,the score of rational treatment plan was(18.43±1.57)points and the score of clinical examination items was(18.51±1.49)points,which were higher than(13.57±2.01)points,(13.52±1.98)points,(14.34±1.82)points,(14.58±1.63)points,(14.39±1.54)points of the control group,the difference was statistically significant(P<0.05).After 3 months of teaching,the scores of truthseeking of the observation group was(38.74±5.41)points,cognitive maturity was(37.28±6.63)points,openness was(40.63±6.89)points,intellectual curiosity was(44.79±6.53)points,analytical ability was(42.84±6.82)points,critical thinking self-confidence score was(41.95±6.59)points and systematization ability score was(40.89±6.61)points,which were higher than(30.52±4.59)points,(33.26±5.41)points,(34.15±5.53)points,(39.51±5.83)points,(38.34±5.55)points,(37.83±4.73)points,(35.79±4.51)points of the control group,the difference was statistically significant(P<0.05).After 3 months of teaching,the observation group showed higher satisfaction than the control group in terms of improving self-learning ability,helping to master skills,facilitating the formation of clinical thinking,enhancing teacherstudent interaction,and occupying extracurricular time,the difference was statistically significant(P<0.05).Conclusion PBL combined with flipped classroom can improve the teaching quality of stomatology medical students,help improve their clinical thinking ability and critical thinking ability,and obtain higher teaching satisfaction.