摘要
目的 分析在牙周病学科教学中实施情景模拟与角色扮演的教学效果。方法 本次研究对象为2015级和2016级的口腔医学专业学生127名,研究时间为该年级牙周病学专业课教学中PBL课程教学时间2018年8月-2019年12月。根据教研室教学活动安排,选取2016级学生64名归入对照组,选定2015级学生63名归入观察组,对照组学生接受牙周病学课程部分内容的传统PBL教学模式,观察组学生采用情景模拟及角色扮演教学模式,比较两组学生同一知识点模块的课后理论考试和调查问卷、满意度分析及课程内容评价。结果 与对照组学生理论知识考试成绩及临床实践操作能力成绩相比,观察组学生各项指标得分均更高,两组理论知识与实践操作成绩差异有统计学意义(P<0.05)。调查问卷结果显示观察组学生对教学效果的认可度显著高于对照组,且差异有统计学意义(P<0.05)。对比两组学生教学满意度可知,观察组学生教学总满意度显著更高,两组差异有统计学意义(P<0.05)。结论 在牙周病同一知识点模块的课后理论考试中采用情景模拟与角色扮演教学方式的学生考核成绩、学生对教学的满意度以及课程内容评价均高于传统PBL教学模式,值得借鉴和应用。
Objective To analyze teaching effect of scenario simulation and role playing in teaching of periodontal disease.Methods The study objects were 127 students of grades 2015 and 2016 majoring in stomatology,with research period from August 2018 to December 2019,during PBL course teaching of periodontal disease of that grade.According to arrangement of teaching activities in teaching and research section,64 students of Grade 2016 were included in control group,and 63 students of Grade 2015 in observation group.Control group was taught with traditional PBL teaching mode for contents of periodontal disease course,and observation group with scenario simulation and role playing teaching modes.Theoretical examinations and questionnaires,satisfaction analysis,and course content evaluation between two groups in the same knowledge point module was compared.Results Students in observation group scored higher in all indicators than control group,and there was statistically significant difference between theoretical knowledge and practical operation scores between two groups(P<0.05).Questionnaire results showed observation group had significantly higher recognition of teaching effect than control group,difference was statistically significant(P<0.05).Comparison of teaching satisfaction between two groups showed,observation group had significantly higher overall satisfaction degree with teaching,with statistically significant difference between two groups(P<0.05).Conclusion Students with scenario simulation and role playing teaching methods can achieve higher assessment scores,satisfaction degree with teaching,and course content evaluation than traditional PBL teaching mode in theoretical examination of same knowledge point module ofperiodontal disease after class, which is worthy of reference and aplication.
作者
张翠翠
杨凯
唐樱花
叶兰峰
ZHANG Cuicui;YU Ting;YANG Kai;TANG Yinghua;YE Lanfeng(Periodontal Disease Department,Guangzhou Medical University Affiliated Stomatological Hospital,Guangzhou,Guangdong 510140)
出处
《智慧健康》
2023年第4期242-246,共5页
Smart Healthcare
基金
广州市卫生健康科技项目《花生四烯酸代谢失调在2型糖尿病加重牙周炎进展中的作用初步研究》(项目编号:(20211A011101))
广州医科大学口腔医学院本科生创新能力提升计划《游离脂肪酸促进巨噬细胞的黄嘌呤氧化酶活化在高脂饮食促进牙周炎中的机制研究》(项目编号:广口医学[2022]3号)。
关键词
牙周病学科PBL教学
情景模拟
角色扮演
课程内容评价
教学质量
教学满意度
Periodontal disease PBL teaching
Scenario simulation
Role play
Course content evaluation
Teaching quality
Teaching satisfaction degree
