递进式教学模式在口腔修复学实践教学中的应用  

Application of Progressive Teaching Mode in Practical Teaching of Prosthodontics

作　　者：杨晓红[1] 王丽波[1] 陈芳[1] 胡珊珊 YANG Xiaohong;WANG Libo;CHEN Fang;HU Shanshan(Rehabilitation Department,Stomatological Hospital Afliated to Zunyi Medical College,Zunyi Guizhou 563000,China)

机构地区：[1]遵义医学院附属口腔医院修复科,贵州遵义563000

出　　处：《中国继续医学教育》2018年第29期46-48,共3页China Continuing Medical Education

基　　金：遵义医学院教育教学改革计划项目(XJJG2015-02-80);遵义医学院口腔学院;附属口腔医院院级基金项目(Ky2015-25)

摘　　要：目的在口腔修复学实践教学中实施修复学模型系统、医患模拟训练和真实案例为向导的递进式教学模式,观察对学生临床实践能力培养的影响。方法在我院实习的2013级口腔医学本科学生中,同一带教老师在带教实习生中随机抽取20名,分为实验组、对照组,对实验组进行修复学模型系统、医患模拟训练、真实案例为向导的递进式教学模式,通过基础知识问卷、临床接诊能力的考评评价教学效果。结果学生基础知识问卷显示,实验组学生的知识点掌握优于对照组(P<0.05);临床接诊能力考评结果显示,实验组学生教学效果优于对照组(P <0.05)。结论递进式教学模式对于提高医学生培养质量具有重要意义。Objective To observed the influence on students＇ clinical practice ability through rehabilitation model system, doctor-patient simulation training and real case guided progressive teaching mode in the practice teaching of prosthodontics. Methods Among the 2013 grade undergraduate students of oral medicine in our college, 20 students were randomly selected from the same instructor, and were divided into experimental group and control group. In the experimental group, the prosthetic model system, doctor-patient simulation training and real case-based progressive teaching mode were used. The teaching effect was evaluated by the basic knowledge questionnaire and the evaluation of clinical ability. Results The questionnaire of students＇ basic knowledge showed that the knowledge points in the experimental group were better than those in the control group （P 〈 0.05）; The results of clinical interview ability showed that the teaching efect of the experimental group was better than that of the control group （P 〈 0.05）. Conclusion The progressive teaching model is of great signifcance for improving the training quality of medical students.

关 键 词：递进式教学 口腔修复学 实践教学 模型系统 医患模拟 真实案例 

分 类 号：G642[文化科学—高等教育学]