病理学特征聚类分析法在口腔组织病理学实验课教学中的应用  

Application of pathological feature clustering in oral pathology teaching

作　　者：孙雅楠[1] 王丽[1] 杨邵东 张佳莉[1] Sun Yanan;Wang Li;Yang Shaodong;Zhang Jiali(Department of Oral Histopathology,School of Stomatology,Wuhan University,Wuhan 430079,China)

机构地区：[1]武汉大学口腔医学院口腔组织病理学教研室,武汉430079

出　　处：《中华口腔医学杂志》2023年第5期457-461,共5页Chinese Journal of Stomatology

基　　金：武汉大学医学部教学改革研究项目(2021072);武汉大学口腔医学院“课程思政”项目(武大口院(2022)45号)。

摘　　要：本研究提出一种以学生为主导的新教学方法,即病理学特征聚类分析(pathological feature clustering,PFC)法,学生将具有相同病理特征的不同疾病进行聚类,并对这些疾病进行鉴别诊断。纳入武汉大学口腔医学院2018级77名本科生,采用分层随机抽样方法将学生分为4组,每组18~20名同学。每组学生将从以下4个主题中选择一类疾病作为主题并总结疾病的组织学特征:①口腔黏膜疾病;②牙源性肿瘤及瘤样病变,口腔颌面部囊肿;③唾液腺疾病;④上皮源性肿瘤和瘤样病变(简称为主题1、2、3、4)。在讨论特定类型疾病时,选择该类疾病为主题的小组为总结组(SG组),其他组为非总结组(NSG组)。各组学生通过相同的病理特征对疾病进行总结后,通过幻灯片分享展示总结结果,并由教师进行点评和补充。通过比较课前测试成绩和期末考试成绩评价教学效果。通过调查问卷评估学生对PFC教学方法的接受度(≥3分表示满意),问卷包括8个客观问题和1个主观问题,问卷采用李克特量表(Likert-scale)设计,每个问题1~5分,学生根据自身情况对每个问题打分。各组间的差异采用Mann-Whitney U非参数检验进行比较。课前测试结果显示,主题1、2、3的SG组学生得分[分别为(5.6±0.8)、5.0(1.0)和(2.9±1.0)分]均显著高于NSG组[分别为(5.1±1.0)、4.0(2.5)和1.5(2.5)分](U=402.50,P=0.047;U=392.00,P=0.026;U=295.00,P=0.003)。期末考试成绩显示,在主题1、2、3、4中,SG组与NSG组的分数差异均无统计学意义(P>0.05)。经过组间分享PFC教学方法的总结结果后,SG组与NSG组之间的差异缩小,进一步证明PFC教学方法的有效性。问卷调查结果显示,81.8%(63/77)学生对PFC教学方法非常满意,13.0%(10/77)学生感到满意,5.2%(4/77)学生基本满意。根据李克特量表客观评价问卷的反馈,每个问题的平均分在4.19~4.77分之间不等,表明学生认为PFC教学法对口腔病理学的学习有较�To propose a new student-guided teaching method,in which students carried out the clustering of different diseases with the same pathological characteristics,and differentiated diagnosis of these diseases.This method was named pathological feature clustering(PFC).Seventy-seven undergraduates of School of Stomatology,Wuhan University were enrolled.Stratified random sampling method was adopted to divide the students into 4 groups with 18-20 students in each group.Each group of students selected a disease from the following four topics as the theme and summarize the histological characteristics of the disease:①oral mucosal disease;②odontogenic tumors and tumor-like lesions,oral and maxillofacial cysts;③salivary gland diseases;④epithelial-derived tumors and tumor-like lesions(referred to as topics 1,2,3,and 4,respectively).When discussing a specific type of disease,the group which select the topic was the summary group(SG),and the other groups were the non-summary group(NSG).After summarizing,students shared the summary results through PPTs,and teachers made comments and supplements.The teaching effect was evaluated by comparing the results of the pre-class test and the final examination.Students'acceptance of PFC teaching method was evaluated through a questionnaire,which included 8 objective questions and 1 subjective question.Likert-scale was used to design the questionnaire,with 1 to 5 points for each question.Students rated each question according to their own situation.Differences among groups were compared by Mann-Whitney U nonparametric test.The pre-class test results showed that the scores of students in SG group in subjects 1,2,3[(5.6±0.8),5.0(1.0)and(2.9±1.0)points for subjects 1,2 and 3,respectively]were higher than those in NSG group[(5.1±1.0),4.0(2.5)and 1.5(2.5)points](U=402.50,P=0.047;U=392.00,P=0.026;U=295.00,P=0.003).The final examination results showed that there was no significant difference between the scores of the SG group and the NSG group in subjects 1,2,3 and 4(P>0.05).These resul

关 键 词：病理学 口腔 实验课教学 组织学特征 聚类分析 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]