非口腔医学专业医学生口腔正畸学教学中“口腔直观教学法”的设计与应用  

Application and design of audio-visual aids stomatology teaching in orthodontic non-stomatology students

作　　者：李若萱[1] 吕亚林[1] 王晓庚[1] 

机构地区：[1]首都医科大学附属北京安贞医院口腔医学教研室,100029

出　　处：《中华医学教育杂志》2012年第2期235-237,共3页Chinese Journal of Medical Education

基　　金：2009年度首都医科大学校长基金资助课题“构建非口腔专业医学生一体化口腔教学体系的研究”（09JYYY-011）

摘　　要：目的在2学时的非口腔医学专业本科学生口腔正畸学教学中设计并实施“口腔直观教学法”，并评价其教学效果。方法以首都医科大学2007级和2008级预防医学专业85名学生作为研究对象，以八年制口腔正畸学教科书为教材，1学时理论教学采用多媒体形式，1学时见习教学采用情景扮演方式。教学结束后，采用理论考核和问卷调查方式评价教学效果，分析学生对“口腔直观教学法”的反馈评价。结果学生对口腔正畸学理论知识掌握较好，大部分学生能够明确教学目的。学生认为“口腔直观教学法”增强了对学习口腔正畸学的兴趣，在极其有限的时间内，对口腔正畸学留下了深刻印象。结论“口腔直观教学法”适合口腔正畸学教学，但需要精心设计，吸引并指导学生参与教学活动，使学生都能够在参与过程中得到发展和提高。Objective This study is to discuss the effects of audio- visual aids stomatology teaching in undergraduate orthodontic training for students majoring in preventive medicine in two credit hours. Methods We selected 85 students from the 2007 and 2008 matriculating classes of the preventive medicine department of Capital Medical University. Using the eight-year orthodontic textbook as our reference, we taught the theory through the multimedia pathway in the first class hour, and implemented teaching by playing situation in the trainee class hour. A follow-up survey was carried out to obtain students＇ feedback on the combined teaching method. Results Our survey showed that the majority of students realized the goal of using the method and believed their interest in learning orthodontics was significantly enhanced. In fact, they became fascinated by orthodontics in the limited time of the study. Conclusions We concluded that the integration of object teaching combination with situational teaching is of great assistance to orthodontic training; however, the integration must be carefully prepared to ensure student participation, maximize the benefits of integration and improve the course from direct feedback.

关 键 词：口腔直观教学法 口腔正畸学 应用 

分 类 号：R-4[医药卫生]