TBL联合OSCE教学考核模式在口腔种植临床教学中的应用研究  

The application of TBL-OSCE teaching and examination method in clinical teaching of oral implantation

作　　者：熊毅 周丰 王清逸 伍颖颖 XIONG Yi;ZHOU Feng;WANG Qing-yi;WU Ying-ying(State Key Laboratory of Oral Diseases&National Clinical Re-search Center for Oral Diseases&Department of Implantology,West China Hospital of Stomatology,Sichuan University,Chengdu 610041,China;不详)

机构地区：[1]口腔疾病研究国家重点实验室,国家口腔疾病临床研究中心,四川成都610041 [2]四川大学华西口腔医院种植科,四川成都610041

出　　处：《中国实用口腔科杂志》2022年第5期594-598,共5页Chinese Journal of Practical Stomatology

基　　金：国家自然科学基金青年基金项目(82001084);中国博士后科学基金(2019M653442)。

摘　　要：目的探究以团队为基础的学习(team-based learning,TBL)教学模式联合客观结构化临床考试(objective structured clinical examination,OSCE)的考核模式在口腔种植临床教学中的应用效果。方法选取四川大学华西口腔医学院2019级一年级研究生19人和2020级一年级研究生21人,前者采用传统的以课堂为基础的学习(lecture-based learning,LBL)模式教学(LBL教学组),后者采用TBL模式教学(TBL教学组)。比较两组学生期末考核(包括传统考试和OSCE考核)成绩,同时分析TBL教学组课中测试[包括个人测试(individual readiness assurance test,iRAT)、小组测试(team readiness assurance test,tRAT)和学生互评(peer assessment,PA)]成绩与期末考核成绩的相关性,并使用问卷调查两组学生对教学考核模式的满意度。结果两组传统考试成绩比较,差异无统计学意义(t=-0.760,P=0.452);而TBL教学组的OSCE考核成绩优于LBL教学组,其差异有统计学意义(t=4.021,P=0.001)。TBL教学组iRAT(8.46±0.93)分、tRAT(9.53±0.16)分、PA(9.05±0.71)分,其中仅PA分数与传统考试成绩和OSCE考核成绩显著相关(r值分别为0.595、0.634,均P<0.05)。此外,TBL教学组学生满意度明显优于LBL教学组,差异有统计学意义(Z=-3.905,P<0.001)。结论相较于LBL教学,TBL教学可提高OSCE考核成绩,且TBL教学中学生的活跃度和贡献度与期末考核成绩相关。TBL联合OSCE教学考核模式可能会更有利于提高学生的沟通交流能力。Objective To explore the application effect of team-based learning(TBL)teaching mode combined with objective structured clinical examination(OSCE)assessment mode in clinical teaching of dental implantology. Methods A total of 19 first-year graduate students in 2019 and 21 first-year graduate students in 2020 were selected from West China School of Stomatology,Sichuan University. The 19 students were taught by lecture-based learning(LBL)mode(LBL teaching group). The 21 students were taught by TBL mode(TBL teaching group)The final assessment(including traditional and OSCE assessment)scores of the two groups of students were compared,the correlation between the grades of in-class tests of the TBL teaching group[including individual readiness assurance test(iRAT),team readiness assurance test(tRAT)and peer assessment(PA)]and final assessment grades was investigated,and a questionnaire was used to investigate the satisfaction of the two groups of students with the teaching and assessment mode.Results There was no significant difference in the scores of traditional examinations between the two groups(t =-0.760,P = 0.452);the OSCE test scores of the TBL teaching group were better than those of the LBL teaching group,and the difference was statistically significant(t = 4.021,P = 0.001). In the TBL teaching group,of i RAT(8.46 ± 0.93),t RAT(9.53 ± 0.16)and PA(9.05 ± 0.71),only PA scores were significantly correlated with traditional test scores and OSCE test scores(r values being 0.595,0.634,both P < 0.05). In addition,the students′satisfaction of the TBL teaching group was significantly better than that of the LBL teaching group,and the difference was statistically significant(Z =-3.905,P < 0.001). Conclusion Compared with LBL teaching,TBL teaching can improve OSCE assessment scores,and students′ activity and contribution in TBL teaching are related to final assessment scores.TBL combined with OSCE teaching assessment mode may be more conducive to improving students′ communication skills.

关 键 词：口腔种植学 以团队为基础的学习 客观结构化临床考试 临床教学 

分 类 号：R78[医药卫生—口腔医学]