Seminar结合CBL教学模式在“口腔科学”教学中的实践与探索
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摘要
目的观察Seminar结合CBL教学模式在"口腔科学"教学中的实践与探索。方法选取了2016年6月～2018年6月在我院实习并轮转口腔科的临床医学本科五年级实习学生两批次共100例,平均且随机分配,其中50例采用CBL教学模式作为对照组,另50例采用Seminar结合CBL教学模式作为实验组,观察两组学生的成绩和满意度以及学生的自主学习能力。结果实验组与对照组成绩差异显著,学生满意度、自主学习能力均比对照组有明显提高,差异有统计学意义(P<0.05)。结论 Seminar结合CBL教学模式可以有效地提高学生的学习成绩,学生满意度更高,学生的学习热情更高涨,学生自主学习的劲头更强,值得在今后临床教学中推广应用。
Objective To observe the practice and exploration of Seminar combined with CBL teaching mode in the teaching of Oral Science. Methods From June 2016 to June 2018, a total of 100 students in the fifth grade of clinical medicine who practiced in our hospital and rotated stomatology in two batches were selected, and 50 of them were randomly assigned, 50 of them only using CBL teaching mode as the control group. In the other 50 cases, Seminar combined with CBL teaching mode was used as the experimental group to observe the achievement and satisfaction of the two groups, as well as the autonomous learning ability of the students in the two groups.Results Showed that the experimental group had higher scores than the control group(P<0.05), and the student satisfaction test group was higher than the control group, the difference was statistically significant(P<0.05), and the students' self-learning ability experimental group was also better than the control group. There was a significant increase in the group(P<0.05). Conclusion Seminar combined with CBL teaching mode can effectively improve students' academic performance, students' satisfaction is higher, students' learning enthusiasm is higher, students' self-learning is stronger, and it is worthy of promotion and application in clinical teaching in the future.
Objective To observe the practice and exploration of Seminar combined with CBL teaching mode in the teaching of Oral Science. Methods From June 2016 to June 2018, a total of 100 students in the fifth grade of clinical medicine who practiced in our hospital and rotated stomatology in two batches were selected, and 50 of them were randomly assigned, 50 of them only using CBL teaching mode as the control group. In the other 50 cases, Seminar combined with CBL teaching mode was used as the experimental group to observe the achievement and satisfaction of the two groups, as well as the autonomous learning ability of the students in the two groups.Results Showed that the experimental group had higher scores than the control group(P<0.05), and the student satisfaction test group was higher than the control group, the difference was statistically significant(P<0.05), and the students' self-learning ability experimental group was also better than the control group. There was a significant increase in the group(P<0.05). Conclusion Seminar combined with CBL teaching mode can effectively improve students' academic performance, students' satisfaction is higher, students' learning enthusiasm is higher, students' self-learning is stronger, and it is worthy of promotion and application in clinical teaching in the future.
引文
[1]徐华平,王亮,张义胜,等.PBL结合CBL教学法在胃肠外科临床教学中的应用及效果分析[J].现代医药卫生,2019(2):310-312.
[2]王伟民,刘志勇,孟毅,等.LBL结合CBL教学模式在神经病学临床规培带教中的应用[J].中国中医药现代远程教育,2019,17(1):1-3.
[3]叶倩舲,翟志敏,李迎伟,等.PBL结合Seminar教学法在血液病学临床实习教学中的应用[J].安徽预防医学杂志,2018,24(6):431-434.
[4]董玉福,安艳红,赵为民.PBL结合CBL教学法在中医专业西医内科学教学中的应用[J].智慧健康,2018,4(35):23-24,29.
[5]张琳林,邹林洪.PBL结合CBL在临床医学专业口腔科学见习中的应用[J].全科口腔医学电子杂志,2018,5(34):27-29.
[6]贾林军,许建国,季珉珉,等.CBL与PBL相结合教学模式在《动物药理学》教学中的应用[J].湖北畜牧兽医,2018,39(1):46-48.
[7]刘畅,候旭,王硕,等.以案例为基础的教学法与Seminar教学法相结合在口腔正畸研究生教学中的应用与探索[J].吉林医学,2016,37(01):252-254.
[2]王伟民,刘志勇,孟毅,等.LBL结合CBL教学模式在神经病学临床规培带教中的应用[J].中国中医药现代远程教育,2019,17(1):1-3.
[3]叶倩舲,翟志敏,李迎伟,等.PBL结合Seminar教学法在血液病学临床实习教学中的应用[J].安徽预防医学杂志,2018,24(6):431-434.
[4]董玉福,安艳红,赵为民.PBL结合CBL教学法在中医专业西医内科学教学中的应用[J].智慧健康,2018,4(35):23-24,29.
[5]张琳林,邹林洪.PBL结合CBL在临床医学专业口腔科学见习中的应用[J].全科口腔医学电子杂志,2018,5(34):27-29.
[6]贾林军,许建国,季珉珉,等.CBL与PBL相结合教学模式在《动物药理学》教学中的应用[J].湖北畜牧兽医,2018,39(1):46-48.
[7]刘畅,候旭,王硕,等.以案例为基础的教学法与Seminar教学法相结合在口腔正畸研究生教学中的应用与探索[J].吉林医学,2016,37(01):252-254.