TBL教学在牙周黏膜临床教学中的应用及效果评估  

Team-based Learning in Periodontology and Oral Medicine Teaching

作　　者：陶人川[1] 马飞[1] 曾启新[1] 

机构地区：[1]广西医科大学口腔医学院牙周黏膜科,广西南宁530021

出　　处：《口腔医学研究》2011年第3期255-257,共3页Journal of Oral Science Research

基　　金：广西医科大学校教研2007B25资助

摘　　要：目的:以团队为基础的学习(Team-based learning,TBL)是目前国外推荐应用于临床前期或临床课程教学的主要教学方法之一。本文就TBL教学在牙周黏膜病学理论学习末期的病例教学中的应用进行探索和总结。方法:2006级口腔本科72名学生纳入本研究,并按照前期考试成绩分为8个团队。利用TBL程序设计教学,具体流程为先行个别测试,,再将学生分为8个团队进行以团队为基础的学习讨论后再行测试,并汇报总结。分别统计TBL教学前后的成绩并进行分析。同时,设计问卷调查学生对TBL教学的看法和满意度等并进行分析。结果:个别测试平均分6.03分,团队学习后测试平均分9.24分(满分10分),分值较前提高32.1%,成绩差别有统计学意义(P<0.01)。问卷调查表明:85%以上的同学认为TBL教学有助于提高其诊断技术和团队合作素质等,有必要在今后的课程中继续使用。98.5%的同学对本次课程表示满意。结论:TBL教学应用于牙周黏膜病教学,有助于提高教学效果,培养学生临床思维和加强团队协作。Objective：To explore and evaluate the TBL approach in periodontology and oral medicine teaching.Methods：72 fourth-year dental students were included into this study,and were divided into 8 groups based on the previous scores.The class was designed following the procedure of TBL.A quiz was taken by individuals before the TBL,then students worked together on the same quiz by groups on a single answer sheet for each group,then group presented and teacher made comments and concluded the case study course.All the answer sheets were scored and analyzed.At the end of the class,an anonymous questionnaire survey was conducted and analyzed.Results：The average scores before and after TBL were 6.03 and 9.24 respectively,with a total sore of 10,which showed significantly difference（P0.01）.The survey indicated that more than 85 percent of students believed that TBL would contribute to improve diagnostic skills,strengthen teamwork,foster critical thinking,and expected to use TBL approach in the future courses.98.5 percent of students were statisfied with the class.Conclusion：Team-based learning can improve the general ability of dental undergraduates,and is helpful to the pre-clinical study in periodontology and oral medicine teaching.

关 键 词：TBL 牙周病学 口腔黏膜病学 教学 

分 类 号：R-4[医药卫生]