作　　者： (马赫）;

机构地区： 北京怀柔医院口腔科,北京101400

出　　处： 《医学教育管理》 2017年第4期297-300,共4页

摘　　要： 目的探讨CBL、PBL、TBL 3种教学模式在口腔科临床教学实践中的联合应用,并与传统教学方法比较,评价其教学效果。方法实验组和对照组分别采用联合教学模式和传统教学模式,通过问卷调查、闭卷考试评价教学效果。结果实验组学生在提高学习兴趣、掌握课程重点、提高自学能力、提高临床思维能力、课后考试总成绩、主观题成绩等方面优于对照组,但实验组学生需要花费更多时间学习,差异均有统计学意义(P<0.05)。而在是否提高分析解决问题能力、对课程安排满意、对老师满意等方面及客观题成绩两组差异无统计学意义(P>0.05)。结论联合教学模式适合口腔科临床教学,并能取得良好的效果。 Objective To explore the combined teaching mode of CBL,PBL and TBL in oral clinical teaching and evaluate the teaching effect.Methods Clinical students of grade2014in our school were selected as the experimental group and taught in combined teaching mode(the test group,n=42).Clinical students of grade2013in our school were selected as the control group and adopted the traditional teaching mode(the control group,n=38).The questionnaire survey and a closed book exam were used to evaluate the teaching effect.The score on the final exam and the students’satisfaction questionnaire after class were recorded.The differences between the two groups were compared and analyzed.Results The teaching results in the experimental group was significantly better than those in the control group in the aspects of interest stimulation,knowledge mastery,self-educated ability,clinical thinking ability,total exam score,and subjective question score(P<0.05),although it took the students in the experimental group much more time to prepare before classes(P<0.05).And there was no difference in the ability of analysing,solving problems,and satisfaction on course arrangement and teachers(P>0.05).Conclusion The combined teaching mode is appropriate in oral clinical teaching with good results.

关 键 词： 基于案例的学习 基于问题的学习 基于团队的学习 口腔临床教学 联合教学