PBL在口腔颌面医学影像诊断学实验教学中的应用

Application of PBL in Experimental Teaching of Oral and Maxillofacial Medicine Imaging Diagnosis

目的探索问题驱动教学法(problem-based learning,PBL)在口腔颌面医学影像诊断学实验教学中的应用效果。方法选择包头医学院口腔医学专业2018级大三的52名学生,组成6个PBL学习小组,其中4个小组由9名同学组成,2个小组由8名同学组成。授课时长为180min(4学时)。每个PBL小组选出1名主持人和1名记录员,主持人负责案例讨论的组织工作;记录员负责记录每位组员的回答情况,并进行内容的归纳整理;PBL导师负责全局把控、评价学生的表现并作出反馈,提出问题,引导学生分析、解决问题,激发学生的学习兴趣;调查问卷可反映学生和导师对PBL课程的认可和反馈意见。结果PBL教学法提高了学生学习的主动性和积极性,提高了学生的独立思考能力、团队协作能力、综合分析能力和临床思维能力;学生对PBL教学法的满意度很高,对自身及他人的学习成果评价也很积极。结论PBL教学法在口腔颌面医学影像诊断学实验教学中是可行的,也是让学生喜欢和受益的教学方法。

Objective To explore effect of PBL teaching method in experimental teaching of oral and maxillofacial medical imaging diagnosis.Methods The paper chose 52 junior students grade 2018 majoring in stomatology in Baotou Medical College to build 6 PBL study groups,with 4 groups consisting of 9 students and 2 groups consisting of 8 students.Teaching duration was 180 minutes(4 class hours).Each PBL group chose a moderator and a recorder,the moderator was responsible for organizing case discussions;the recorder for recording answers of each team member,summarizing and organizing the contents,PBL mentors for overall monitoring,evaluating performance of students and providing feedback,questions,guiding students to analyze and solve problems,and stimulating their learning interest.The survey questionnaire reflected recognition and feedback of students and mentors on the PBL course.Results PBL teaching method has improved learning initiative and enthusiasm,enhanced independent thinking ability,teamwork ability,comprehensive analysis ability and clinical thinking ability of students.Students are highly satisfied with the PBL teaching method and have positive evaluation and learning outcomes of their own and others.Conclusion PBL teaching method is feasible in experimental teaching of oral and maxillofacial medical imaging diagnosis,which is a teaching method that students can enjoy and benefit from.