摘要
目的研究以问题为基础的教学法(problem-based learning,PBL)联合微课在口腔正畸学教学中的具体方法和实施效果。方法选择2022年1月—12月山东医学高等专科学校的66名口腔专业学生为研究对象,按照单双号分为常规组和试验组,各33名。常规组在开展口腔正畸学教学过程中应用常规方法,试验组在开展口腔正畸学教学过程中应用PBL联合微课的方法。对比2组的学生考核成绩、教学效果评分、教学满意度及对教师教学质量评价评分。结果试验组的基础知识、病例分析、讨论与问答、总分[(38.56±1.38)分、(38.29±1.29)分、(18.65±1.34)分、(96.79±2.42)分]高于常规组[(36.78±1.93)分、(36.07±1.98)分、(15.73±2.86)分、(93.86±3.88)分],差异均有统计学意义(P<0.05);试验组的学习积极性、组织能力、沟通能力、独立思考能力、逻辑思维、自学能力、合作能力及总分高于常规组,差异均有统计学意义(P<0.05);试验组的总满意度为96.97%,高于常规组的81.82%,差异有统计学意义(P<0.05);试验组的教学行为、教学方法、教学态度、理论水平、总分[(24.05±0.50)分、(24.20±0.57)分、(24.21±0.53)分、(24.20±0.34)分、(94.23±2.73)分]高于常规组[(22.75±2.01)分、(22.08±2.15)分、(22.20±2.07)分、(22.04±2.20)分、(90.62±2.79)分],差异均有统计学意义(P<0.05)。结论在口腔正畸学教学中采取PBL联合微课的方式,具有理想的教学效果,可以提升学生考核成绩,优化教学质量,教学满意度较高。
Objective To study the methods and effects of problem-based learning(PBL)combined with micro-class in orthodontics teaching.Methods A total of 66 students majoring in stomatology from Shandong Medical College from January to December 2022 were selected as the research subjects,and they were divided into the conventional group and the experimental group according to odd and even numbers,with 33 students in each group.The conventional method was used in the conventional group in the process of orthodontic teaching,and the PBL combined with micro-class method was used in the experimental group in the process of orthodontic teaching.Students'examination scores,teaching effect scores,teaching satisfaction and teaching quality evaluation scores were compared between the two groups.Results The total scores of basic knowledge,case analysis,discussion and question-and-answer in the experimental group[(38.56±1.38)points,(38.29±1.29)points,(18.65±1.34)points,(96.79±2.42)points]were higher than those in the conventional group[(36.78±1.93)points,(36.07±1.98)points,(15.73±2.86)points,(93.86±3.88)points],and the differences were statistically significant(P<0.05).The learning enthusiasm,organization ability,communication ability,independent thinking ability,logical thinking,self-learning ability,cooperation ability and total score of the experimental group were higher than those of the conventional group,and the differences were statistically significant(P<0.05).The total satisfaction of the experimental group was 96.97%,which was higher than 81.82%of the conventional group,and the difference was statistically significant(P<0.05).The teaching behavior,teaching method,teaching attitude,theoretical level and total score of the experimental group[(24.05±0.50)points,(24.20±0.57)points,(24.21±0.53)points,(24.20±0.34)points,(94.23±2.73)points]were higher than those of the conventional group[(22.75±2.01)points,(22.08±2.15)points,(22.20±2.07)points,(22.04±2.20)points,(90.62±2.79)points],and the differences were statist
作者
霍金凤
孙芹芹
徐晶
HUO Jinfeng;SUN Qinqin;XU Jing(Department of Stomatology,Shandong Provincial Third Hospital,Jinan Shandong 250031,China;Department of Stomatology,Shandong Medical College(Jinan),Jinan Shandong 250002,China)
出处
《中国继续医学教育》
2024年第14期78-82,共5页
China Continuing Medical Education
关键词
微课
以问题为基础的教学法
口腔
教学效果
教学满意度
考试结果
micro-class
problem-based learning
oral cavity
teaching effectiveness
teaching satisfaction
result of examination
