线上线下混合教学在口腔颌面外科门诊规范化培训中的探索

Exploration of hybrid online and offline teaching models in residency training for oral and maxillofacial surgery clinics

目的:探讨不同线上线下混合教学模式用于口腔颌面外科门诊规范化培训阻生牙拔除术实践教学的效果。方法:80名学员分为四组,每组20人。传统组采用传统教学模式;混合1组采用超星学习通结合翻转课堂模式;混合2组采用超星学习通结合虚拟仿真模式;混合3组采用翻转课堂结合虚拟仿真模式。比较四组学员理论知识、病例分析以及操作技能考试成绩,并通过调查问卷评估学员对不同混合教学模式的满意度。结果:三个混合组的理论考核成绩均高于传统组,差异有统计学意义(P<0.05);混合1组和3组的病例分析成绩高于混合2组,差异有统计学意义(P<0.05),略高于传统组,但差异无统计学意义(P>0.05);且混合3组的操作技能总成绩显著优于传统组,差异有统计学意义(P<0.05)。问卷调查表明,混合组和传统组在学习主动性提高、基础知识理解、理论实践结合、操作技能提高、临床思维培养方面比较,差异均有统计学意义(P<0.05)。结论:结合翻转课堂和虚拟仿真的阻生牙拔除术课程设计对规范化培训学员综合能力的培养效果更佳。

Objective:To explore the effects of different hybrid online and offline teaching models for training residents in oral and maxillofacial surgery clinics for the practical teaching of impacted tooth extraction.Methods:Eighty trainees were divided into four groups:the traditional group,which received conventional teaching methods;blended group 1,which utilized chaoxing platform+flipped classroom;blended group 2,which utilized chaoxing platform+virtual simulation;and blended group 3,which utilized flipped classroom+virtual simulation.The performance of the four groups in theoretical knowledge,case analysis,and operative skills examinations was compared.Additionally,trainee satisfaction with different blended learning models was assessed through a survey questionnaire.Results:The blended groups demonstrated significantly higher scores in theoretical knowledge assessments compared to the traditional group(P<0.05).Scores for case analysis were significantly higher in blended groups 1 and 3 compared to blended group 2(P<0.05),and slightly higher than the traditional group without statistical significance(P>0.05).Furthermore,blended group 3 showed significantly superior operative skills scores compared to the traditional group(P<0.05).Survey results indicated significant differences(P<0.05)between blended and traditional groups in terms of increased initiative in learning,comprehension of basic knowledge,integration of theory and practice,enhancement of operational skills,and cultivation of clinical thinking.Conclusion:Combining flipped classroom and virtual simulation in the design of impacted tooth extraction courses has a more beneficial effect on cultivating the comprehensive abilities of standardized training for trainees.