PBL教学模式在牙周病学八年制提高课中的应用  

Investigation of problem-based learning in advanced periodontal course for postgraduate students

作　　者：张艳玲[1] 沙月琴[1] 胡文杰[1] 周爽英[1] 

机构地区：[1]北京大学口腔医学院牙周科,100081

出　　处：《中华口腔医学研究杂志（电子版）》2014年第3期48-51,共4页Chinese Journal of Stomatological Research(Electronic Edition)

摘　　要：目的探索在牙周病学专业八年制提高课中应用PBL教学模式的可行性及效果。方法选取北京大学口腔医学院同时进入口腔医学专业学习的2006级(35人)、2007级(30人)八年制学生,讲授牙周提高课"种植体周围炎"。在教学方式选择中,将全部学生随机分为以问题为基础的教学模式(PBL)组和以主题为基础的教学模式(SBL)组。提高课结束后,对两组学生进行理论知识考核及问卷调查。结果理论考核结果表明,PBL组学生获取新知识的能力明显高于SBL组(P<0.05);问卷调查表明,在学习主导性和自学能力提高两方面PBL组均优于SBL组(P<0.05)。结论PBL教学模式较SBL教学模式有一定优越性,可增强学生的自学能力、增加学生学习的主导性。Objectives To investigate the knowledge acquisition and student perception followed by the active learning,the improvement of self-learning ability and the selection of the learning models between problem-based learning （PBL） and traditional teaching in advanced periodontal course for postgraduate students.Methods Two classes of postgraduate students with similar dental education background were recruited for this study.They were randomly assigned to the traditional subject-based learning （SBL） model （30 students） or PBL model （35 students） in advanced periodontal course named as ‘Implantitis’.At the end of the course,a knowledge test and a questionnaire survey were applied.The data were analyzed by Student＇s t-test and chi-square test.Results The students of PBL group showed higher ability to acquire new knowledge as compared with those of the SBL group （P＜ 0.05）.The questionnaire survey found that more students of the PBL group believed the course improved their active learning and self-learning ability than those of the SBL group （P＜ 0.05）.Conclusion PBL model showed some advantages as compared with traditional teaching model in advanced periodontal course for postgraduate students.

关 键 词：以问题为基础的教学模式 牙周病学 种植体周围炎 

分 类 号：R-4[医药卫生]