摘要
目的探讨微课结合案例教学法用于口腔修复学实验教学的效果。方法选取2018级赣南医科大学第一附属医院60名口腔医学生作为研究对象,按照随机数字表法分为传统教学组、微课教学组、案例教学组、微课结合案例教学组,每组15名。分别采用传统教学模式、微课教学模式、案例教学模式、微课结合案例教学模式进行授课。比较4组学生专业考核成绩,采用问卷调查的形式统计学生对微课及案例教学的评价。结果4组理论成绩、临床接诊、案例分析、患者评价评分比较差异有统计学意义(P<0.05);微课结合案例教学组理论成绩、临床接诊、患者评价评分均高于传统教学组、微课教学组、案例教学组,案例分析评分高于传统教学组、微课教学组,案例教学组理论成绩、临床接诊、案例分析、患者评价评分均高于传统教学组、微课教学组,微课教学组理论成绩、临床接诊、案例分析、患者评价评分均高于传统教学组,差异有统计学意义(P<0.05),其余组间两两比较差异无统计学意义。接受微课教学和/或接受案例教学的学生分别30名,其中学生认为微课视频创新性、微课视频精良度、微课辅助课后复习激发自主学习能力达到优秀占80.00%、73.33%、86.67%;学生认为案例教学提高学习兴趣、案例教学活跃课堂气氛、案例教学提高学习效率、案例教学激发自主学习能力达到优秀占80.00%、70.00%、76.67%、83.33%。结论微课结合案例教学应用于在口腔修复学实验教学中有利于提高学生学习的主动性和临床思维能力,调动医学生的学习兴趣,提高医学生理论成绩、临床接诊、案例分析能力,但尚不能完全取代传统教学方法,值得在口腔修复学实验教学中推广应用。
Objective To explore the effect of micro-course combined with case teaching method in experimental teaching of prosthodontics.Methods 60 stomatology students from the First Affiliated Hospital of Gannan Medical University in 2018 were selected as the research subjects,they were divided into the traditional teaching group,micro-course teaching group,case teaching group and the micro-course combined with case teaching group according to the random number table method,with 15 students in each group.The traditional teaching mode,micro-course teaching mode,case teaching mode and micro-course combined with case teaching mode were adopted respectively.The professional assessment results of the four groups of students were compared,and the students'evaluation of micro-lecture and case teaching was counted by questionnaire survey.Results There were statistically significant differences in theoretical scores,clinical admissions,case analysis,and patient evaluation scores among the four groups(P<0.05);the theoretical scores,clinical reception and patient evaluation scores in the micro-course combined with case teaching group were higher than those in the traditional teaching group,micro-course teaching group and the case teaching group,case analysis was higher than that in the traditional teaching group and micro-course teaching group,the theoretical scores,clinical reception,case analysis and patient evaluation scores in the case teaching group were higher than those in the traditional teaching group and the micro-course teaching group,the theoretical scores,clinical reception,case analysis and patient evaluation scores in the micro-course teaching group were higher than those in the traditional teaching group,the differences were statistically significant(P<0.05),there were no significant differences between the other groups.There were 30 students receiving microcourse teaching and/or 30 students received case teaching respectively,among them,80.00%,73.33%and 86.67%of the students thought that the innovation of micro-cour
作者
孙秋榕
肖庆春
刘鸣
邓炜
SUN Qiurong;XIAO Qingchun;LIU Ming;DENGWei(Department of Stomatology,the First Affiliated Hospital of Gannan Medical University,Ganzhou,Jiangxi,341000,China)
出处
《当代医学》
2024年第5期184-187,共4页
Contemporary Medicine
基金
赣南医学院教学改革立项课题(Jgkt-2018-55)。
关键词
微课
案例教学
口腔修复学
实验教学
Micro-lecture
Case teaching
Prosthodontics
Experimental teaching
