PBL在口腔修复学教学改革中的实践和探索  

Exploration and practice of PBL teaching model in prosthodontics teaching reform

作　　者：陈建治[1] 霍光[1] 史月华[1] 柳毅[1] 

机构地区：[1]浙江中医药大学口腔医学院口腔修复学教研室,副主任医师副教授浙江310053

出　　处：《口腔颌面修复学杂志》2014年第1期40-43,共4页Chinese Journal of Prosthodontics

基　　金：浙江中医药大学教育教学改革研究(项目编号:201252)

摘　　要：目的:对"以问题为基础的学习"的教学模式在口腔修复学教学改革中的应用进行初步探索。方法:实验组为2009级口腔医学五年制学生,采用PBL教学方法和传统教学方法相结合的模式教学;对照组为2007级和2008级口腔医学五年制学生,全部采用传统教学方法进行教学。通过对2009级学生的PBL满意度调查和比较三个年级《口腔修复学》成绩来评价PBL教学效果。结果:2009级学生满意度调查结果表明,86.2%的学生表达对PBL教学效果的满意,与2007级和2008级学生《口腔修复学》成绩的不及格率、优秀率和成绩平均数比较差异均无统计学意义(P>0.05)。结论:PBL教学模式能提高学生自主学习能力,能满足《口腔修复学》教学改革的要求。Objective： To research the application of PBL in prosthodontics teaching reform. Methods： The 5-year Stomatology students of 2009 class were selected into experimental group and the students of 2007 class and 2008 class were selected into the control groups. PBL teaching method and traditional teaching method were used in experimental group, and only traditional teaching method was used in the control groups. The effects of teaching were estimated by comparison of examination results of prosthodontics between three classes and the questionnaire about PBL satisfaction survey of 2009 class. Results： The results of questionnaire showed that the PBL satisfaction of the students held 86.2%. There was no sta- tistically significant difference in failure rates, excellent rates and average scores between 2009 class and other two classes （P 〉 0.05）. Conclusions： PBL teaching model could improve the self-learning ability of the students and meet the require- ments of prosthodontics teaching reform.

关 键 词：以问题为基础的学习 口腔修复学 教学改革 牙科教育 教学模式 

分 类 号：R78-4[医药卫生—口腔医学] G642[医药卫生—临床医学]