临床诊治场景下的PBL教学应用于颌面外科解剖教学的探讨  

Exploratory Application of PBL in Clinical Context in Maxillofacial Anatomy Teaching

作　　者：吴炜[1] 魏建华[1] 苏雯[1] 程晓兵[1] 雷德林[1] 马秦[1] 

机构地区：[1]第四军医大学口腔医学院口腔颌面外科,陕西西安710032

出　　处：《西北医学教育》2015年第1期151-153,共3页Northwest Medical Education

摘　　要：头颈部解剖教学是口腔颌面外科教学中的难点,学员们不能意识到解剖结构在临床工作中的作用和临床意义是导致学习主观能动性、学习热情不高的重要原因。作者尝试在实习小课授课过程中穿插临床诊断以及治疗场景,在实体组织器官模型以及标本的观察中,让学生以"医生的角色"思考特定器官或者部位发生疾患后可能出现的症状,同时理解手术操作中如何进行结构保护,深刻理解辨识重要解剖结构的意义。发现通过这种教学方法的改变,将枯燥的解剖课程转变成为学员们对临床问题的思考和讨论,最大限度地调动了每一个学生学习的积极性和创造性,激发了学员们对解剖结构的钻研和探讨,为口腔颌面外科的专科教育做出有益的尝试。The learning of head and neck anatomy has been regarded as a difficult issue in teaching Maxillofacial Surgery.The main cause includes complex and confusing concepts and student＇s lacking of knowledge of clinical significance of anatomic structures.We attempted to set up Clinical context in teaching process so that students could consider or observe anatomic structures from a Doctor＇s role.Based on this role playing,students appeared to learn more actively and more enthusiastic,mainly because they understood more on the clinical significance of these structures and knew how to transform these knowledge into clinical application.We believed the introduction of Problem based learning in clinical context motivated creativity and enthusiasm of students,and promoted their interest in anatomy learning,therefore is a meaningful approach in special education of Oral and Maxillofacial Surgery.

关 键 词：口腔医学教育 解剖 临床诊治场景 颌面外科 PBL教学 

分 类 号：G642[文化科学—高等教育学]