案例式教学在口腔修复学临床实践教学中的应用  

Application of Case-based Teaching in Clinical Practice Teaching of Prosthodontics

作　　者：张君 赵炼 韦纪英 张雪晶 杨岚 陈芳 周祥文 ZHANG Jun;ZHAO Lian;WEI Jiying;ZHANG Xuejing;YANG Lan;CHEN Fang;ZHOU Xiangwen(Department of Prosthodontics,Hospital of Stomatology,ZunyiMedicial University,Zunyi Guizhou 563000,China)

机构地区：[1]遵义医科大学附属口腔医院口腔修复科,贵州遵义563000

出　　处：《中国继续医学教育》2021年第25期24-27,共4页China Continuing Medical Education

基　　金：遵义医科大学教育教学改革计划项目(XIJG2015-02-79)。

摘　　要：目的基于已有的教学经验,探讨案例式教学对口腔修复学临床实践学生的综合思辨能力影响。方法选取2017年1月—2018年12月在遵义医科大学附属口腔医院口腔修复科开展临床实践的20名口腔医学专业本科学生,所有学生一般组成资料情况无统计学意义。其中男性9例,女性11例,随机分为试验组和对照组,每组10例。对照组采用常规临床实践教学,试验组采用常规临床实践教学+案例式教学,在临床实践教学结束后,通过多种方式进行考核评价,比较两组学生的综合思辨能力。结果试验组学生临床综合思辨能力优于对照组(P<0.05)。结论案例式教学能够充分调动学生的学习主动性、积极性,是提高综合思辨能力的有效手段,帮助学生提高其分析临床疾病问题以及解决问题的能力,提高学生在口腔修复学临床实践阶段的综合思辨能力。Objective To analyze the influence of case-based teaching on the comprehensive thinking ability of clinical students of prosthodontics.Methods Twenty students from January 2017 to December 2018 were randomly divided into experimental group and control group with 10 students in each group.The control group adopted the routine clinical practice teaching,the experimental group adopted the routine clinical practice teaching and case-based teaching,compared the comprehensive thinking ability of the two groups of students.Results The comprehensive clinical thinking ability of the experimental group was better than that of the control group(P<0.05).Conclusion Case-based teaching can fully mobilize students'learning initiative and enthusiasm,is an effective means to improve their comprehensive thinking ability,and help students improve their ability to analyze and solve clinical disease problems.improve students'comprehensive thinking ability in the clinical practice stage of prosthodontics.

关 键 词：案例式教学 临床实践教学 口腔修复学 考核评价 学习主动性 综合思维能力 教育 

分 类 号：G642[文化科学—高等教育学]