基于分层分级教学模式的PBL教学法在口腔种植临床教学中的应用  

Application of PBL teaching method based on hierarchical teaching mode in oral implant clinical teaching

作　　者：熊毅 周丰 伍颖颖[1] XIONG Yi;ZHOU Feng;WU Ying-ying(State Key Laboratory of Oral Diseases,National Clinical Research Center for Oral Diseases,Department of Implantology of West China School/Hospital of Stomatology,Sichuan University,Sichuan Province,Chengdu 610041,China)

机构地区：[1]口腔疾病研究国家重点实验室,国家口腔疾病临床医学研究中心,四川大学华西口腔医院种植科,四川成都610041

出　　处：《中国当代医药》2021年第27期225-228,共4页China Modern Medicine

基　　金：国家自然科学基金资助项目(82001084);中国博士后科学基金面上资助项目(2019M653442)。

摘　　要：以问题为基础的学习方法(PBL)是以学生为主体,以病案为核心的培养临床新思维的启发式教学方法。然而,在口腔种植临床教学中,学生年级、毕业院校等的不同导致的学习能力和需求的差异给PBL模式的应用提出了新的挑战。因此,采用分层分级教学模式,有利于PBL在此基础上的进一步展开和应用。本文从分层分级教学模式的建立开始,介绍PBL在分层分级教学模式基础上的应用方法,并对其中的不足和难点进行了阐述,以期对将来口腔种植临床教育的发展提供参考与借鉴。Problem-based learning(PBL)is a heuristic teaching method that cultivates new clinical thinking.And the main body and core in PBL are students and medical records.However,in the clinical teaching of dental implantology,because students usually graduate from different schools and grades,they are different in learning capacity and needs,which brings new challenges to the application of the PBL model.Therefore,the application of hierarchical teaching mode is conducive to the further development and application of PBL.This article begins with the establishment of the hierarchical teaching model,introduces the application methods of PBL based on the hierarchical teaching model,and explains its shortcomings and difficulties,in order to provide reference for the future development of dental implant clinical education.

关 键 词：口腔种植学 分层分级教学模式 以问题为基础的学习方法 临床教学 规范化培训 

分 类 号：R642[医药卫生—外科学]