经典病例分析结合PBL教学法在口腔修复学实验教学中的应用  

Application of classic case analysis combined with PBL on the laboratory teaching of prosthodontics

作　　者：余科[1] 郑立舸[1] 刘敏[1] 王频[1] 张昊[1] 范丽苑[1] 

机构地区：[1]泸州医学院附属口腔医院修复科,四川泸州646000

出　　处：《牙体牙髓牙周病学杂志》2016年第2期121-123,共3页Chinese Journal of Conservative Dentistry

基　　金：泸州医学院教育教学改革项目(2012)

摘　　要：目的:探讨经典病例分析(CBL)结合PBL教学在口腔修复学实验室教学中的效果。方法:选择我校2006、2007级学生各50人,2006级采用传统教学方法,2007级采用CBL结合PBL教学法。通过调查问卷和病例分析考试成绩,评价该教学方法对学生临床能力的教学效果。结果:2007级学生对教学有更高的满意度,在分析解决问题、医患沟通和治疗计划设计方面表现更好,毕业考试病例分析题总分更高(P<0.05)。两个年级学生在对理论知识的掌握、病历书写和临床操作能力方面表现相似(P>0.05)。结论:CBL结合PBL教学能提高口腔修复学实验室教学效果,增进学生从理论学习到临床实践的过渡。AIM： To investigate the effects of classic case analysis combined with PBL on laboratory teach- ing of prosthodontics. METHODS： 50 students from Class 2007 were taught with classic case analysis combined with PBL method, while 50 students from Class 2006 were taught with traditional teaching method. A questionnaire survey was conducted to evaluate the teaching effects. The clinical skills of the students were evaluated by teachers as well as by the scores of the final examinations. RESULTS： Class 2007 students were significantly more satisfied with the teaching method. They performed better in problem - solving, patient communication and treatment plan design （ P 〈 0.05）. Furthermore, they got higher overall scores in case analysis in the final examinations （P 〈 0.05 ）. However, there was no statistical significance in the ability of mastering theoretical knowledge, ability of writing medical record and skills of clinical operation （ P 〉 0.05 ） between the 2 groups. CONCLUTION ： Classic case analysis combined with PBL can improve the effect of teaching of prosthodontics and facilitate the transition from theoretic learning to clini- cal practice for the students.

关 键 词：经典病例分析 PBL 口腔修复学 实验室教学 

分 类 号：R45[医药卫生—治疗学]