多媒体联合CBL教学模式应用于口腔修复临床带教中的效果

Effect Analysis of Multimedia Combined with CBL Teaching Mode in Clinical Teaching of Oral Restoration

目的探析口腔修复临床带教采用多媒体联合案例教学法(case based learning,CBL)教学模式的效果。方法选取2023年1—11月本院口腔修复科实习生26名为研究对象,经电脑盲选法将其划分为参照组和干预组,每组13名。参照组采用传统教学模式,干预组联合采用多媒体与CBL教学模式,对比分析两组带教效果。结果干预组综合能力评分(创新能力、解决问题能力、沟通能力、风险识别能力以及团队合作能力)相较于参照组偏高(P<0.05);干预组临床实践操作能力、临床理论知识掌握度、病案分析能力、病历书写能力评分相较于参照组偏高(P<0.05)。结论口腔修复临床带教采用多媒体联合CBL教学模式的效果显著,能够有效提升实习生综合能力,提高其学习积极性及理论知识掌握程度,可为其开展日常工作奠定牢固的基础。

Objective To analyze effect of multimedia combined case teaching method(CBL)in clinical teaching of oral restoration.Methods The paper chose 26 interns in Oral Restoration Department of our hospital from January 2023 to November 2023 as research subjects,and divided them into reference group(treated with traditional teaching mode)and intervention group(with multimedia+CBL teaching mode)evenly with computer blind selection method,with 13 cases in each group.Teaching effect between two groups was compared and analyzed.Results Comprehensive ability scores of intervention group(innovation ability,problem-solving ability,communication ability,risk identification ability,and teamwork ability)were higher than reference group,with P<0.05.Scores of various indicators of intervention group(clinical practice operation ability,clinical theoretical knowledge mastery,medical record analysis ability,medical record writing ability)were higher than reference group,with P<0.05.Conclusion Multimedia combined with CBL teaching mode can achieve significant effect in clinical teaching of oral restoration,can improve comprehensive ability of interns effectively,strengthen learning enthusiasm,improve mastery of theoretical knowledge,and lay solid foundation for development of daily work in the future.