口腔医学专业本科生开展情景教学的探索与应用  

Exploration and Application of the Scene Teaching Method in Stomatology Students

作　　者：周璿[1] 王左敏[1] 周源[1] 张良琼[1] 

机构地区：[1]首都医科大学附属北京朝阳医院口腔科,北京市100020

出　　处：《中国病案》2013年第11期63-65,共3页Chinese Medical Record

基　　金：2011年度首都医科大学校长研究基金(11JYY66)

摘　　要：目的使口腔医学专业本科生在较短的时间内,充分了解和熟悉典型的伴有全身背景的口腔疾病的诊治原则与方法。方法在口腔医学专业本科生综合实习中,建立了伴全身疾病背景的口腔疾病素材库。选取典型案例,制作情景教学剧本,构建了情景式教学框架和内容布局。在教学实施后,对66名学生进行问卷调查。结果 90.9%的学生认为情景教学是一种好的教学方法;93.9%认为该教学后,对伴有全身背景的口腔疾病有了更全面的认识;100%的学生认为它提高了综合分析和判断力等;72.7%认为它培养了解决临床问题的能力,加强了对专业知识的理解等。结论情景式教学法适合在口腔医学专业本科生综合实习中应用,但需要教师转换角色,精心设计,引导学生自主学习。Objective To make the students familiar with the diagnosis and treatments of oral diseases accompanied by system dis- eases. Methods The database of oral diseases accompanied by system diseases was established and the script of scene teaching method was written. After the teaching practice, a questionnaire survey was conducted among 66 students. Results 90.9% of the students think that Scene teaching iS a kind of good teaching methods. 93.9% of the students have a more comprehensive understanding With general back- ground of oral diseases after the teaching. 100% of the students believed that it improves the comprehensive analysis and judgment. 72.7% of the students Think it cultivate the ability to solve clinical problems, and strengthen the understanding of professional knowledge. Conclusion Scene teaching method was suitable for comprehensive practice of stomatology for five-year students. But it need to be designed carefully and benefited both teachers and students.

关 键 词：情景式教学法 口腔医学 应用 

分 类 号：G642[文化科学—高等教育学] R78-4[文化科学—教育学]