思维导图辅助的翻转课堂在牙体牙髓临床教学中的应用

Application of mind mapping-assisted flipped classroom in clinical endodontics teaching

目的:探讨思维导图辅助的翻转课堂教学模式在牙体牙髓科本科生临床教学中的应用效果。方法:选择2023年7月—2024年3月在同济大学附属口腔医院牙体牙髓病一科、二科及三科临床实习轮转的2019级口腔五年制本科生共41名作为研究对象,随机分为对照组(传统教学组,21人)和试验组(翻转课堂教学组,20人)。入科当天及入科8周末进行理论知识考核;入科第3周始及第8周末进行Mini-CEX评估(指标包括医疗面谈、临床检查、人文关怀、临床判断、卫生宣教、临床操作及整体临床能力共7项)。以此两项考核指标的成绩作为2组学生对基础知识掌握及临床能力的评估,并进行教学满意度问卷调查。采用SPSS 22.0软件包对数据进行统计分析。结果:理论考核成绩方面,第一次考核成绩平均值2组学生无显著差异;第二次考核2组学生成绩平均值均优于自身第一次考核,且试验组第二次成绩平均值显著高于对照组。Mini-CEX评估成绩方面,第一次评估时,试验组在临床检查和临床判断2个维度优于对照组,其余5个维度2组间无显著差异;第二次评估,2组7个维度分数均高于第一次评估结果,且试验组在医疗面谈、临床检查、临床判断、临床操作和整体临床能力5个维度分数显著高于对照组。结论:思维导图辅助的翻转课堂能显著提升本科生在临床实习时的主观能动性,提高其对理论知识的掌握程度及整体临床水平,显著提高教学效果。

PURPOSE:To explore the application effect of mind mapping-assisted flipped classroom in clinical endodontics teaching.METHODS:A total of 41 fifth-year undergraduates majoring in stomatology from School of Stomatology,Tongji University,finishing their clinical internship at Departments of Endodontics from October 2023 to March 2024,were randomly divided into control group(traditional teaching group,n=21)and experimental group(flipped classroom teaching group,n=20).Theoretical assessments were conducted on the day of entering the department and at the end of eight weeks in the department.Mini-CEX assessments were conducted in the third week and at the end of the eighth week(including indicators such as medical interviews,clinical examinations,humanistic care,clinical judgment,health education,clinical operations,and overall clinical capabilities).The scores of these two assessment indicators were used to evaluate the mastery extent of basic knowledge and clinical abilities of the two groups of students,and teaching satisfaction questionnaire survey was conducted.SPSS 22.0 software package was used for data analysis.RESULTS:In terms of theoretical assessment results,there was no significant difference between the two groups in the average scores of the first assessment.The average scores of both groups were better than those of the first assessment,and the average scores of the experimental group were significantly higher than those of the control group.In terms of mini-CEX assessment results,at the first assessment,the experimental group was better than the control group in two dimensions of clinical examination and clinical judgment,but there was no significant difference between the two groups in the other five dimensions.In the second assessment,the results of the two groups in 7 dimensions were higher than those of the first assessment,and the scores of the experimental group in 5 dimensions of medical interview,clinical examination,clinical judgment,clinical operation and overall clinical ability were significantly higher than those of the control group.CONCLUSIONS:Mind mapping-assisted flipped classroom teaching can significantly improve the subjective initiative of undergraduate students during clinical internships,enhancing their mastery extent of theoretical knowledge and overall clinical capabilities,and significantly improve the teaching effect.