PBL结合网络交流工具在口腔正畸教学中的应用研究
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摘要
目的分析在口腔正畸教学中结合PBL与网络交流工具教学的有效性。方法选取2017年7月—2018年7月我院口腔科实习医生80名作为研究对象,将所选实习生采取抽样分组,对比两组实习生的教学效果。结果观察组患者的理论知识、操作能力成绩均优于对照组,组间比较,差异具有统计学意义(P <0.05);观察组中,带教老师满意度为90.00%;实习生满意度为95.00%;对照组中,带教老师满意度为70.00%;实习生满意度为80.00%。观察组的师生双向满意度均高于对照组的师生双向满意度,组间比较,差异具有统计学意义(P <0.05);观察组实习医生的教学效果评分中5项教学效果评分均高于对照组,组间比较,差异具有统计学意义(P <0.05)。结论在口腔正畸教学中结合PBL与网络交流工具教学能够提高教师与学生双向满意度,提高教学效果。
Objective To analyze the effectiveness of PBL and network communication tools in orthodontic teaching. Methods 80 stomatological interns from July 2017 to July 2018 were selected as the study subjects. The selected interns were divided into two groups by sampling, and the teaching effects of the two groups were compared. Results The theoretical knowledge and operation ability of the patients in the observation group were better than those in the control group, and the difference between the two groups was statistically significant(P < 0.05). In the observation group, the satisfaction of teachers and interns was 90.00% and 95.00%, respectively.In the control group, the satisfaction of teachers and interns was 70.00%and 80.00%, respectively. The two-way satisfaction of teachers and students in the observation group was higher than that of the control group, and the difference between the two groups was statistically significant(P < 0.05).The teaching effect scores of the interns in the observation group were higher than those in the control group, and the difference was statistically significant(P < 0.05). Conclusion In the teaching of orthodontics, the combination of PBL and network communication tools can improve the two-way satisfaction of teachers and students, and improve the teaching effect.
Objective To analyze the effectiveness of PBL and network communication tools in orthodontic teaching. Methods 80 stomatological interns from July 2017 to July 2018 were selected as the study subjects. The selected interns were divided into two groups by sampling, and the teaching effects of the two groups were compared. Results The theoretical knowledge and operation ability of the patients in the observation group were better than those in the control group, and the difference between the two groups was statistically significant(P < 0.05). In the observation group, the satisfaction of teachers and interns was 90.00% and 95.00%, respectively.In the control group, the satisfaction of teachers and interns was 70.00%and 80.00%, respectively. The two-way satisfaction of teachers and students in the observation group was higher than that of the control group, and the difference between the two groups was statistically significant(P < 0.05).The teaching effect scores of the interns in the observation group were higher than those in the control group, and the difference was statistically significant(P < 0.05). Conclusion In the teaching of orthodontics, the combination of PBL and network communication tools can improve the two-way satisfaction of teachers and students, and improve the teaching effect.
引文
[1]李娟,宋晓佳,林军,等.Typodont联合PBL教学模式在口腔正畸住院医生规范化培训中的应用[J].中国继续医学教育,2016,8(21):3-4.
[2]贾德蛟,吴秋瑾,刘海霞.以问题为基础学习教学方法结合数字化排牙实验教学方法在口腔正畸学教学中的应用[J].中华医学教育杂志,2016,36(1):85-88.
[3]马艳,施优灵,鲍玮玮,等.PBL教学配合Typodont模拟架在口腔正畸实验教学中的应用初探[J].卫生职业教育,2018,36(8):117-118.
[4]王丽,王琳琳,武时谦,等.LBL+TBL+CBL+PBL教学法在口腔正畸学本科生教学中的综合应用[J].中国继续医学教育,2017,9(33):15-16.
[5]张丹,刘欢叶,张扬,等.TBL-CBL-PBL多轨教学模式在口腔正畸学本科生教学中的应用[J].中国高等医学教育,2017(2):57-58.
[6]张长云.循证医学理念结合案例教学法在口腔正畸教学中应用分析[J].中国卫生产业,2016,13(24):125-127.
[7]骆慧,刘海霞,范雅儒,等.标准化病人与Typedont模拟(牙合)架相结合在口腔本科生正畸教学中的应用[J].口腔材料器械杂志,2016,25(2):102-105.
[8]王伟财,周晨,于潇楠,等.数字化模型分析和头影测量技术在口腔正畸实验教学的应用[J].中华口腔医学研究杂志(电子版),2017,11(6):376-380.
[9]薛楠,刘欢叶,张丹,等.以提高实践能力为基础的教学方法在口腔正畸课间实习中的应用[J].中国高等医学教育,2017(5):93-94.
[10]张翼,何昌平,黄倩倩,等.CBL联合网络教学在口腔正畸学专业学位研究生临床能力培养中的作用[J].中华医学教育探索杂志,2015,23(5):450-453.
[11]王凌,张晓慧,梁恒燕,等.基于毕博教学平台的混合式学习教学方法在口腔正畸学教学中的应用效果评价[J].中华医学教育杂志,2015,35(2):237-238,255.
[12]张铁刚,王菲,任旭,等.问题引领任务驱动教学法在口腔正畸学应用中的探究[J].职业技术,2017,16(2):70-71.
[2]贾德蛟,吴秋瑾,刘海霞.以问题为基础学习教学方法结合数字化排牙实验教学方法在口腔正畸学教学中的应用[J].中华医学教育杂志,2016,36(1):85-88.
[3]马艳,施优灵,鲍玮玮,等.PBL教学配合Typodont模拟架在口腔正畸实验教学中的应用初探[J].卫生职业教育,2018,36(8):117-118.
[4]王丽,王琳琳,武时谦,等.LBL+TBL+CBL+PBL教学法在口腔正畸学本科生教学中的综合应用[J].中国继续医学教育,2017,9(33):15-16.
[5]张丹,刘欢叶,张扬,等.TBL-CBL-PBL多轨教学模式在口腔正畸学本科生教学中的应用[J].中国高等医学教育,2017(2):57-58.
[6]张长云.循证医学理念结合案例教学法在口腔正畸教学中应用分析[J].中国卫生产业,2016,13(24):125-127.
[7]骆慧,刘海霞,范雅儒,等.标准化病人与Typedont模拟(牙合)架相结合在口腔本科生正畸教学中的应用[J].口腔材料器械杂志,2016,25(2):102-105.
[8]王伟财,周晨,于潇楠,等.数字化模型分析和头影测量技术在口腔正畸实验教学的应用[J].中华口腔医学研究杂志(电子版),2017,11(6):376-380.
[9]薛楠,刘欢叶,张丹,等.以提高实践能力为基础的教学方法在口腔正畸课间实习中的应用[J].中国高等医学教育,2017(5):93-94.
[10]张翼,何昌平,黄倩倩,等.CBL联合网络教学在口腔正畸学专业学位研究生临床能力培养中的作用[J].中华医学教育探索杂志,2015,23(5):450-453.
[11]王凌,张晓慧,梁恒燕,等.基于毕博教学平台的混合式学习教学方法在口腔正畸学教学中的应用效果评价[J].中华医学教育杂志,2015,35(2):237-238,255.
[12]张铁刚,王菲,任旭,等.问题引领任务驱动教学法在口腔正畸学应用中的探究[J].职业技术,2017,16(2):70-71.