互助教学模式在循证口腔医学教育中的应用  

Application of peer-assisted learning in evidence-based dentistry teaching

作　　者：李春洁[1,2] 华成舸[1,3] 陈娥[1,4] 李莎[1,5] 史宗道[1,3] 

机构地区：[1]四川大学华西口腔医学院循证口腔医学教研室,四川成都610041 [2]四川大学华西口腔医学院头颈肿瘤外科,四川成都610041 [3]四川大学华西口腔医学院口腔外科,四川成都610041 [4]四川大学华西口腔医学院儿童口腔科,四川成都610041 [5]四川大学华西口腔医学院学生科,四川成都610041

出　　处：《上海口腔医学》2015年第5期632-636,共5页Shanghai Journal of Stomatology

摘　　要：目的 :探索同伴互助教学模式在循证口腔医学教学中的作用。方法 :将411名参加循证口腔医学课程的学生按照1∶5的原则随机分为互助教学模式组(n=75)和传统教学模式组(n=326)。传统教学模式采用传统循证口腔医学课堂理论教学为主,互助教学模式除课堂理论教学外,将学生分成互助学习小组,指配学生导师,通过共同学习的方法完成教师指定的研究任务。通过期末考试、调查问卷、数据库检索所发表的论文评估教学效果。采用STATA 11.0软件包对数据进行统计学分析。结果:互助教学模式组学生成绩平均比传统教学组高出6.9分,差异有统计学意义(P<0.05);问卷调查结果显示,互助教学能够明显提高学生对循证口腔医学课程的积极程度和满意度(P<0.05);同时,对学生使用循证口腔医学方法、参与循证口腔医学研究均有正面影响(P<0.05)。2组学生在今后是否愿意继续进行循证口腔医学研究方面无显著差异(P>0.05)。在发表论文方面,互助教学模式组的学生发表循证口腔医学研究论文的比例显著高于传统教学模式组(P<0.05)。结论:互助教学模式对循证口腔医学教学有积极作用,能够提升学生的学习成绩,提高其学习积极性、对课堂教学的满意度并对学生使用循证口腔医学方法、参与循证口腔医学研究有正面影响,并能帮助学生通过循证口腔医学获得良好的学习成果。PURPOSE： To explore the effects of peer-assisted learning （PAL） for evidence-based dentistry （EBD） teaching. METHODS： Four hundred and eleven students who attended EBD class were randomly classified into PAL group （n=75） and traditional teaching group （n=326） via a ratio of 1：5. Students in traditional teaching group received traditional theoretical teaching; while PAL group received traditional theoretical teaching and group study with tutors introduced and finished study protocols given by the teachers. Teaching effects were evaluated by final examinations, questionnaires and published articles via bibliographic searching. Statistical analysis was carried out with STATA 11.0 software package. RESULTS： In the final examination, students in PAL group had 6.9 higher scores than traditional teaching group （P〈0.05）. The results of questionnaires showed that students in PAL group had higher interests and contentments in EBD class （P〈0.05）, and PAL had positive effects on their usage of EBD methodology and involvement in EBD research （P〈0.05）. In publication of articles, the number and ratios of article publication in PAL group were significantly higher than the traditional group （P〈0.05）. CONCLUSIONS： PAL has positive effects on EBD teaching.

关 键 词：循证口腔医学 口腔医学教育 互助教学模式 

分 类 号：G642.4[文化科学—高等教育学]