翻转课堂联合CBL教学在口腔正畸学X线头影测量分析实验教学中的应用  

Application of flipped classroom combined with CBL teaching mode in experimental teaching of X-ray cephalometric analysis of orthodontics

作　　者：金甦晗 管晓燕 肖琳琳 王家佳 Jin Suhan;Guan Xiaoyan;Xiao Linlin;Wang Jiajia(rthodontics Department,Stomatological Hospital Affiliated to Zunyi Medical University,Zunyi 563099,China;Special Key Laboratory of Oral Diseases Research,Higher Education Institution in Guizhou Province,Zunyi Key Laboratory of Oral Diseases Research,Zunyi 563006,China)

机构地区：[1]遵义医科大学附属口腔医院正畸二组,遵义563099 [2]贵州省高等学校口腔疾病研究特色重点实验室暨遵义市口腔疾病研究重点实验室,遵义563006

出　　处：《中华医学教育探索杂志》2022年第2期160-163,共4页Chinese Journal of Medical Education Research

基　　金：遵义医学院教育教学改革计划项目(XJJG2018-06-084);贵州省高等学校教学内容和课程体系改革项目(黔教办函〔2019〕710号)。

摘　　要：目的探讨翻转课堂联合以案例为基础的学习(case-based learning,CBL)对口腔正畸学实验课"X线头影测量分析"教学效果的影响。方法选取70名口腔医学专业本科生,分为教改组和传统组,每组35人。教改组采用翻转课堂联合CBL教学,传统组采用传统课堂教学。采用问卷形式调查学生对两种教学方法的评价,并分别对两组学生X线头影测量值的准确性进行比较分析。选用GraphPad Prism 7.03软件进行t检验和卡方检验。结果教改组学生认为此种教学方法能够提高自学能力、沟通协作能力、自主解决问题能力、语言逻辑和表达能力,能够加深对头影测量项目含义的理解,并能将头影测量用于实际临床病例分析中且帮助诊断,与传统组相比,差异有统计学意义(P<0.05)。测量值准确性评价中,教改组70%测量项目的测量值差值绝对值均大于传统组,但差异无统计学意义(P>0.05)。仅在骨性Ⅲ类错合畸形中,Y轴角、FMA测量值教改组准确性低于传统组,差异有统计学意义(P<0.05)。结论翻转课堂联合CBL教学有助于学生自学能力、沟通协作能力、自主解决问题能力及临床应用能力的培养,但在X线头影测量分析实验教学中仍需进一步改善。Objective To explore the influence of flipped classroom combined with case-based learning(CBL)teaching mode on teaching effect of X-ray cephalometric analysis in orthodontic experimental class.Methods In the study,70 undergraduates majoring in stomatology were selected as research objects and randomized into teaching reform group and traditional group in average.Flipped classroom combined with CBL teaching mode was adopted in teaching reform group,while traditional group adopted traditional teaching mode.Questionnaire was used to investigate the students'evaluation on the two teaching modes,and the accuracy of the measurement of X-ray cephalometrics of the two groups was compared and analyzed respectively.GraphPad Prism 7.03 software was used to perform t test and chi-square test.Results Teaching reform group believed that this kind of teaching mode could improve the ability of self-study,communication coordination ability,independent problem solving ability,and logic and language expression ability,deepen the understanding of the project connotation,and apply the X-ray cephalometrics to the actual clinical case analysis and diagnosis.Compared with the traditional group,there were significant differences(P<0.05).In the accuracy evaluation of measurement values,the absolute values of 70%measurement items in teaching reform group were higher than those in the traditional group,but the difference was not statistically significant(P>0.05).Only in bone typeⅢmalocclusion,the absolute values of Y-axis angle and FMA were lower than those of the traditional group,and the difference was statistically significant(P<0.05).Conclusion Flipped classroom combined with CBL teaching mode can help students improve self-study ability,communication cooperation ability and the ability of solving problem independently and clinical application.However,the accuracy evaluation of measurement values in teaching reform group were lower than that of the traditional group,indicating that this teaching method in the experimental teaching of

关 键 词：口腔正畸学 翻转课堂 以案例为基础的学习 教学改革 

分 类 号：R78[医药卫生—口腔医学]