TBL、PBL与CBL整合教学法在口腔修复学本科生实习教学中的应用

TBL, PBL and CBL integrated teaching method applied in the prosthodontics clinical practice teaching for oral undergraduate students

关键词:  TBL  PBL  CBL  口腔修复学  临床实习

Key words:  TBL  PBL  CBL  prosthetic dentistry  clinical practice

摘要:

目的　探讨将分组教学法（team-based learning, TBL）、问题教学法（problem-based learning, PBL）、案例教学法（case-based learning, CBL）整合教学法，应用到口腔修复学本科生实习教学中所取得的效果。　方法　选取大连医科大学2011级口腔医学专业本科实习生30人，随机分成两组(n=15)。实验组采用TBL、PBL、CBL整合教学法，对照组采用传统教学方法。实习结束后通过调查问卷、病例分析和基础知识考试成绩评价该教学法对学生临床能力的教学效果。　结果　实验组对教学模式的满意度达88.0%，显著高于传统教学组75.3%,P<0.05。实验组病例分析成绩(42.00±3.352)分，显著高于传统教学组（33.32±3.242）分，P<0.05。两组的病历书写成绩差异不大，分别为（44.37±3.165）分与（44.25±4.224）分，P>0.05。　结论　TBL、PBL、CBL整合教学法能提高口腔修复学临床实习的质量，实习生有更高的满意度。

Abstract:

Objective　To explore the effect of team-based learning (TBL), problem-based learning (PBL) and case-based learning (CBL) integrated teaching method on the clinical prosthodontics practice teaching to undergraduate dental students.　Methods　Thirty Grade 2011 undergraduate students in dental college of Dalian Medical University were selected and randomly divided into two groups (n=15).In the experimental group, TBL, PBL, CBL integrated teaching method was used, while the traditional teaching method was used in the control group.After the clinical practice, the effect of the two teaching method on the students' clinical ability was evaluated through questionnaire, case analysis and basic knowledge test scores.　Results　Compared with the traditional teaching group, the satisfaction rate was higher in the experimental group (75.3% vs.88.0%).The score of case analysis performance in the experimental group (42.00±3.352) was significantly higher than that (33.32±3.242) in the traditional teaching group.The students in the experimental group had a better performance in the analysis of clinical cases and the design of treatment plan (P<0.05).The performance of writing cases and clinical operating capacity was similar in two groups(P>0.05).　Conclusion　TBL, PBL, CBL integrated teaching method can improve the quality of clinical practice of prosthodontics, and students have higher degree of satisfaction.