CBL和PBL教学方法在口腔修复临床实习中的应用  

The Application of CBL and PBL in Prosthetic Dentistry Clinic Practice Teaching

作　　者：刘晶莹[1] 刘晓明[1] 俞胜 邱艳霞 林欣[1] 杜斌[1] 张慧兰 

机构地区：[1]南开大学附属口腔医院修复二科,天津300041

出　　处：《继续医学教育》2010年第6期50-53,共4页Continuing Medical Education

摘　　要：目的:探讨CBL和PBL教学法在口腔修复临床实习教学中的教学效果。方法:将2007～2010期间进修复科实习的283名学生分为3组,1组为传统教学方法,其他2组分别进行CBL和PBL教学法。结果:理论考试结果显示,3组平均成绩没有显著差异(P>0.05),综合能力测试结果显示,CBL和PBL组显著高于传统教学组(P<0.05)。调查问卷结果显示,CBL和PBL教学法能激发学习兴趣、培养良好的医学思维方式,多数学生和老师认为CBL教学法优于PBL教学法。结论:CBL和PBL教学法对提高口腔修复临床教学质量具有积极意义,但还需要不断探索和实践。Objective:Using CBL and PBL pedagogy,to explore the effectiveness of teaching in prosthetic dentistry clinic practice teaching.Methods: In clinic practice teaching,set the 283 students from the year 2007 to 2010 to 3 groups,one use traditional pedagogy,and the other use CBL and PBL pedagogy.Results: Theory exam results showed that there is different in 3 groups’ average scores(P>0.05).and the mixed ability results showed that the CBL and PBL group’s average scores were significantly higher than control group(P<0.05).The questionnaire results showed that most students felt CBL and PBL pedagogy can stimulate students’ interest in learning,develop their way of good medical thinking.Most students and teachers consider that CBL pedagogy is than PBL pedagogy.Conclusion: CBL and PBL pedagogy has a positive significance in improving dentistry clinic practice teaching quality,but there still need more explore and parctice.

关 键 词：CBL PBL教学法 教学方法 口腔修复 临床实习教学 Teaching Practice 考试结果 医学思维方式 综合能力 学习兴趣 学生 显著差异 平均成绩 临床教学 教学效果 积极意义 调查问卷 测试结果 修复科 

分 类 号：R[医药卫生]