提高口腔本科生对唇腭裂教学内容学习质量的探索  

Teaching Procedure of the Multidisciplinary Management of Cleft Lip and Palate in Chinese Dental School

作　　者：农晓琳[1] 邱荣敏[1] 伍曼曼[1] 李昊[1] 陈洪[1] 黎彦[1] 

机构地区：[1]广西医科大学口腔医学院,广西南宁530021

出　　处：《口腔医学研究》2009年第5期650-653,共4页Journal of Oral Science Research

基　　金：中国高等教育学会"十一五"教育科学研究规划立项课题(编号:06AIL0770110);新世纪广西高等教育教学改革工程"十一五"第二批立项项目(编号:一般资助项目48);广西医科大学教育教学改革"十一五"第一批立项重点资助项目(编号:校教研2006A19)

摘　　要：随着医学的发展,唇腭裂治疗已成为一种复杂而系统的综合序列治疗,其内容难度大,要求高,一直是口腔颌面外科学的教学重点和难点。对此,我们经过探索,也找到了一套序列化教学方法,对口腔医学本科生进行分阶段教学和指导,取得了令人满意的效果。学生学习的主观能动性显著提高,医学视野变得开阔,语言表达能力得以增强,主动发现问题的能力也获得了提高,思维模式正在向临床思维逐渐靠拢;同时在学习工作中,他们也越来越注重团结协作的精神,而这是作为一名临床医生必备的要素之一。我们在唇腭裂教学实践方面的一系列尝试和探索,其教学思路和方法可比照、引申、应用到口腔及临床医疗等其他教学内容中。Cleft lip and cleft palate are common birth defects which affected children have a number of medical issues and potential complications, and require a wide variety of healthcare specialists beyond plastic surgeons and dental specialists. Therefore it requires a multidisciplinary clinic coordination. How to introduce these complicated procedures to dental students brings a big topic to the teaching staffs. For this reason, we develop a stage system to approach the goals of understanding and practicing in students. The stages system designs to educate students from basic knowledge to clinical practice procedures within 2.5 - year period. Each stage has its individual purpose, aim, and rationale, which also brings the students with the view of big involvement of social and psychological elements during medical service. Our teaching philosophy and system might bring a quote view to other area of medical science and clinical teaching.

关 键 词：口腔 本科生 唇裂 腭裂 教学 

分 类 号：R782.2-4[医药卫生—口腔医学]