目的探讨基于成果导向教育(outcome based education,OBE)理念的教学改革在口腔住院医师规范化培训正畸学教学中的应用。方法选择2020年9月—2022年6月在大理大学第一附属医院口腔科学习的2017级和2018级口腔住院医师40名,随机分为试验...目的探讨基于成果导向教育(outcome based education,OBE)理念的教学改革在口腔住院医师规范化培训正畸学教学中的应用。方法选择2020年9月—2022年6月在大理大学第一附属医院口腔科学习的2017级和2018级口腔住院医师40名,随机分为试验组(n=20)和对照组(n=20),试验组采取基于OBE理念的教学改革设计的《错牙合畸形的诊断分析》实践课程教学;对照组采取传统教学。教学结束后分别进行理论考试、临床演练评价(mini-clinical evaluation exercise,Mini-CEX)实践能力考核和问卷调查,比较两种教学模式的效果差异。结果试验组客观选择题[(41.64±2.18)分]、病例分析题[(42.18±2.40)分]及总成绩[(83.82±2.29)分]高于对照组,差异有统计学意义(P<0.05);试验组医疗面谈[(8.42±1.57)分]、体格检查[(8.56±0.09)分]、沟通技能及人文关怀[(9.06±1.84)分]、临床判断[(8.98±0.53)分]、整体表现[(8.97±1.15)分]及总分[(52.32±1.11)分]均高于对照组,差异有统计学意义(P<0.05);试验组自主学习能力[(9.12±0.72)分]、归纳分析能力[(8.84±1.02)分]、临床思维能力[(8.56±0.79)分]、医患沟通能力[(8.96±1.06)分]、团队协作能力[(9.25±0.83)分]、文献查阅能力[(8.74±2.03)分]及总分[(87.97±1.27)分]均高于对照组,差异有统计学意义(P<0.05)。结论基于OBE理念的教学改革有利于提高口腔正畸学实践教学效果,提升住院医师椅旁岗位胜任力,值得在今后的住院医师规范化培训中进一步探索与优化。展开更多
It is necessary that each era has its own value orientation of the language civilization,which forms the motivation,model and pragmatic hypothesis.As for the Chinese language,it is the Chinese philosophical semantics....It is necessary that each era has its own value orientation of the language civilization,which forms the motivation,model and pragmatic hypothesis.As for the Chinese language,it is the Chinese philosophical semantics.Language and civilization integrate into each other,so when analyzing linguistics,we shall separate the lexeme on the basis of context.Pragmatics establishes the context for the Chinese language,the basis of which is boosting the education of the Chinese language.As result,pragmatics is not only a branch of linguistics but also the construction of popular linguistics.The Chinese language course is only the concrete implementation of pragmatics and the basic project for the language context in a popular and globalizational style.展开更多
文摘目的探讨基于成果导向教育(outcome based education,OBE)理念的教学改革在口腔住院医师规范化培训正畸学教学中的应用。方法选择2020年9月—2022年6月在大理大学第一附属医院口腔科学习的2017级和2018级口腔住院医师40名,随机分为试验组(n=20)和对照组(n=20),试验组采取基于OBE理念的教学改革设计的《错牙合畸形的诊断分析》实践课程教学;对照组采取传统教学。教学结束后分别进行理论考试、临床演练评价(mini-clinical evaluation exercise,Mini-CEX)实践能力考核和问卷调查,比较两种教学模式的效果差异。结果试验组客观选择题[(41.64±2.18)分]、病例分析题[(42.18±2.40)分]及总成绩[(83.82±2.29)分]高于对照组,差异有统计学意义(P<0.05);试验组医疗面谈[(8.42±1.57)分]、体格检查[(8.56±0.09)分]、沟通技能及人文关怀[(9.06±1.84)分]、临床判断[(8.98±0.53)分]、整体表现[(8.97±1.15)分]及总分[(52.32±1.11)分]均高于对照组,差异有统计学意义(P<0.05);试验组自主学习能力[(9.12±0.72)分]、归纳分析能力[(8.84±1.02)分]、临床思维能力[(8.56±0.79)分]、医患沟通能力[(8.96±1.06)分]、团队协作能力[(9.25±0.83)分]、文献查阅能力[(8.74±2.03)分]及总分[(87.97±1.27)分]均高于对照组,差异有统计学意义(P<0.05)。结论基于OBE理念的教学改革有利于提高口腔正畸学实践教学效果,提升住院医师椅旁岗位胜任力,值得在今后的住院医师规范化培训中进一步探索与优化。
基金the staged achievement of 2014 social sciences funded program of Guangzhou-On the Influence of the Chinese Language in the Popular Era(14YYA24)
文摘It is necessary that each era has its own value orientation of the language civilization,which forms the motivation,model and pragmatic hypothesis.As for the Chinese language,it is the Chinese philosophical semantics.Language and civilization integrate into each other,so when analyzing linguistics,we shall separate the lexeme on the basis of context.Pragmatics establishes the context for the Chinese language,the basis of which is boosting the education of the Chinese language.As result,pragmatics is not only a branch of linguistics but also the construction of popular linguistics.The Chinese language course is only the concrete implementation of pragmatics and the basic project for the language context in a popular and globalizational style.