PBL与CBL整合式教学法在口腔临床实习中的应用
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摘要
目的探讨PBL与CBL整合式教学法在口腔临床实习中的应用效果。方法选择2017年8月～2018年8月在我科实习的58例实习生,随机分为传统组与整合组,每组29例。传统组实习生采用传统带教法(LBL),整合组实习生采用PBL教学法与CBL教学法结合的整合式教学法,观察两组临床实习的效果。结果整合组实习生的理论知识和临床操作技能得分高于传统组(P<0.05)。问卷调查结果表明PBL与CBL整合式教学法有助于口腔实习生更好地掌握临床基础知识,提高临床操作技能及调动学习主动性,整合组实习生的满意度明显高于传统组(P<0.05)。结论采用PBL与CBL整合式教学法较传统带教法能明显提高口腔临床带教质量。
Objective To investigate the application effect of PBL and CBL integrated teaching method in oral clinical practice. Methods A total of 58 interns who were internship in our department from August 2017 to August 2018 were randomly divided into traditional group and integrated group, with 29 cases in each group. The traditional group of interns adopted the traditional teaching method(LBL), and the integrated group interns adopted the integrated teaching method combining PBL teaching method and CBL teaching method. The effects of clinical practice in two groups were observed. Results The theoretical knowledge and clinical operation skills scores of integration group were higher than those in the traditional group(P<0.05). The questionnaire results showed that the PBL and CBL integrated teaching method could help the oral interns to better master the clinical basic knowledge, improve the clinical operation skills and mobilize the learning initiative. The intern's satisfaction of integration group was significantly higher than that in the traditional group(P<0.05). Conclusion PBL and CBL integrated teaching method can significantly improve the quality of oral clinical teaching.
Objective To investigate the application effect of PBL and CBL integrated teaching method in oral clinical practice. Methods A total of 58 interns who were internship in our department from August 2017 to August 2018 were randomly divided into traditional group and integrated group, with 29 cases in each group. The traditional group of interns adopted the traditional teaching method(LBL), and the integrated group interns adopted the integrated teaching method combining PBL teaching method and CBL teaching method. The effects of clinical practice in two groups were observed. Results The theoretical knowledge and clinical operation skills scores of integration group were higher than those in the traditional group(P<0.05). The questionnaire results showed that the PBL and CBL integrated teaching method could help the oral interns to better master the clinical basic knowledge, improve the clinical operation skills and mobilize the learning initiative. The intern's satisfaction of integration group was significantly higher than that in the traditional group(P<0.05). Conclusion PBL and CBL integrated teaching method can significantly improve the quality of oral clinical teaching.
引文
[1]吴晓霞,张勇,史真,等.CBL结合PBL教学模式在口腔临床教学中的应用[J].现代口腔医学杂志,2014,28(2):115-117.
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[4]谢红,杨文龙,陆庆.口腔科规培生临床问题改进对诊疗效果的影响[J].全科口腔医学杂志,2017,4(18):49-51.
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[10]王君玲,邵苗苗,胡书海,等.PBL、CBL与TBL整合式教学法在口腔临床实习中的应用[J].中国继续医学教育,2017,1(30):988-901.
[11]李冬梅,许春姣,王宏峰,等.PBL联合CBL教学模式在口腔内科临床教学中的应用[J].山西医药杂志,2017,46(22):2798-2800.
[12]任乐,徐然,张喆,等.口腔修复临床教学中的PBL教学法应用[J].中国美容医学,2016,25(1):86-88.
[13]王德昭,魏欣.PBL教学法结合多媒体教学在七年制学生心血管疾病临床实践中的应用和探讨[J].检验医学与临床,2015,12(13):1974-1975.
[14]达静静,皮明婧,杨霞,等.不同教学模式在临床诊断见习教学中的应用评价[J].中国现代医学杂志,2016,17(2):130-133.
[15]黎春晖,冯燕,蒋俊强,等.PBL联合CBL教学模式在口腔黏膜病临床教学中的应用[J].重庆医学,2015,19(19):2716-2717.
[16]郭芳,李子夏,朱勇.以问题为向导的学习结合以病例为基础的学习教学模式在口腔颌面医学影像诊断学的应用[J].山西医药杂志,2016,45(20):2445-2446.
[2]徐镔亭.口腔医学专业型研究生科研能力培养探讨[J].安徽医学,2016,37(7):917-919.
[3]韩正学,邢汝东,潘巨利.口腔颌面外科病房实习医师临床能力培养的初步探讨[J].北京口腔医学,2010,18(3):174-175.
[4]谢红,杨文龙,陆庆.口腔科规培生临床问题改进对诊疗效果的影响[J].全科口腔医学杂志,2017,4(18):49-51.
[5]杨帆,孙汉堂,吕海鹏,等.口腔医学专业学位硕士研究生临床素质培养初探[J].牙体牙髓牙周病学杂志,2017,27(5):301-303.
[6]张锦英,金鑫,沈途.临床思维与决策能力是医学教育的重要组成部分[J].医学与哲学,2013,34(481):3-6.
[7]刘磊,田卫东,李声伟,等.在医学教学中注重培养学生的临床思维能力[J].西北医学教育,2004,12(4):161-162.
[8]边专,樊明文,台保军,等.PBL教学在口腔医学教育中的应用[J].口腔医学研究,2006,22(4):448-450.
[9]刘念,唐学智,于飞,等.PBL教学法应用于口腔医学临床前培训的研究[J].临床口腔医学杂志,2016,32(12):727-730.
[10]王君玲,邵苗苗,胡书海,等.PBL、CBL与TBL整合式教学法在口腔临床实习中的应用[J].中国继续医学教育,2017,1(30):988-901.
[11]李冬梅,许春姣,王宏峰,等.PBL联合CBL教学模式在口腔内科临床教学中的应用[J].山西医药杂志,2017,46(22):2798-2800.
[12]任乐,徐然,张喆,等.口腔修复临床教学中的PBL教学法应用[J].中国美容医学,2016,25(1):86-88.
[13]王德昭,魏欣.PBL教学法结合多媒体教学在七年制学生心血管疾病临床实践中的应用和探讨[J].检验医学与临床,2015,12(13):1974-1975.
[14]达静静,皮明婧,杨霞,等.不同教学模式在临床诊断见习教学中的应用评价[J].中国现代医学杂志,2016,17(2):130-133.
[15]黎春晖,冯燕,蒋俊强,等.PBL联合CBL教学模式在口腔黏膜病临床教学中的应用[J].重庆医学,2015,19(19):2716-2717.
[16]郭芳,李子夏,朱勇.以问题为向导的学习结合以病例为基础的学习教学模式在口腔颌面医学影像诊断学的应用[J].山西医药杂志,2016,45(20):2445-2446.