CBL和TBL结合教学法在口腔科学正畸教学中的实践应用研究

摘要/Abstract

摘要： 目的探讨在口腔科学正畸教学中应用CBL和TBL结合教学法的临床效果。方法选取我院2014级和2015级临床医学学生进行分析,2014级和2015级各154例,共308例,采用Excel表格将此次研究的患者相关信息统计后以随机数表法分为参照组（n=154）、试验组（n=154）,参照组实施LBL教学,试验组行CBL和TBL结合教学法,对比和分析两组理论知识评分、病历书写得分,操作技能评分,教学效果、两组教学满意率。结果通过对比可知,①试验组理论知识评分（90.00±6.28）、病历书写得分（44.00±4.00）,操作技能评分（28.00±2.83）均高于参照组（63.6±7.65）、（34.02±10.9）、（16.9±2.5）,组间存在同质性（P<0.05）;②试验组学生解决问题能力（7.5±0.8）,医患沟通能力（8.5±0.9）,合作互助能力（9.9±0.5）,理解能力（7.3±0.5）,动手能力（9.5±1.0）,文献搜索能力（7.3±0.6）,自学能力（8.2±0.7）均高于参照组（6.1±0.5）、（3.7±1.2）、（5.6±1.1）、（6.0±1.0）、（6.2±0.8）、（3.2±0.8）、（5.0±1.0）,差异具有统计学意义（P<0.05）;③试验组教学满意率90.00%高于参照组63.33%,组间对比存在差异（P<0.05）。结论通过实验对比可知,在口腔科学正畸教学中进行CBL和TBL结合教学法,可有效提高学生各方面的学习能力,进而也提高了教学质量和学生的满意率。

关键词: CBL, TBL, 教学法, 口腔正畸, 教学改革

Abstract: Objective To explore the clinical effect of applying CBL and TBL combined teaching method in orthodontics teaching of oral science. Methods A total of 308 cases were selected from our hospital's clinical medicine students of grades 2014 and 2015 for analysis. The patients' relevant information in this study was counted using an Excel table and then divided into a reference group (n=154) and a trial group (n=154), the reference group implemented LBL teaching. The experimental group performed CBL and TBL combined teaching methods to compare and analyze the two groups of theoretical knowledge scores, medical record writing scores, operating skills scores, teaching effects, and the two groups' teaching satisfaction rate. Results The comparison showed that, firstly, theoretical knowledge score (90.00±6.28), medical record writing score (44.00±4.00) and operational skills score (28.00±2.83) in the experimental group were all higher than those in the reference group (63.6±7.65), (34.02±10.9) and (16.9±2.5), showing homogeneity between groups (P<0.05). Second, the test group students' problem-solving ability (7.5±0.8), doctor-patient communication ability (8.5±0.9), cooperation and mutual assistance ability (9.9±0.5), understanding ability (7.3±0.5), practical ability (9.5±1.0), Literature search ability (7.3±0.6) and self-study ability (8.2±0.7) are higher than the reference group (6.1±0.5), (3.7±1.2), (5.6±1.1), (6.0±1.0), (6.2±0.8) , (3.2±0.8), (5.0±1.0), the difference is statistically significant (P<0.05). Finally, the teaching satisfaction rate of the experimental group was 90.00% higher than that of the reference group (63.33%), and there was a difference between the two groups (P<0.05). Conclusion Through experimental comparison, CBL and TBL combined teaching method in orthodontic teaching of oral science can effectively improve students' learning ability in various aspects and improve the teaching quality and satisfaction rate of students.

Key words: Case-based learning, Team-based learning, Teaching method, Orthodontics, The teaching reform

中图分类号:

G642
R-4

邹林洪, 张琳林, 彭春. CBL和TBL结合教学法在口腔科学正畸教学中的实践应用研究[J]. 创新创业理论研究与实践, 2021, 4(5): 142-145.

ZOU Linhong, ZHANG Linlin, PENG Chun. Research on the Practical Application of CBL and TBL Combined Teaching Method in Orthodontic Teaching of Oral Science[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2021, 4(5): 142-145.

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