PBL与CBL教学法在口腔医学教学中的对比分析  

Comparative Analysis of PBL and CBL Teaching Methods in Stomatology Teaching

作　　者：林苇[1] LIN Wei(Department of Stomatology,the First Affiliated Hospital of Anhui Medical University,Hefei Anhui 230022,China)

机构地区：[1]安徽医科大学第一附属医院口腔科,安徽合肥230022

出　　处：《中国继续医学教育》2023年第10期91-94,共4页China Continuing Medical Education

摘　　要：目的浅析以问题为基础的学习(problem-based learning,PBL)教学法与以案例为导向的学习(case-based learning,CBL)教学法在口腔医学教学中的效果。方法于2021年1—12月纳入安徽医科大学第一附属医院口腔科学课程教学的80名医学生;采用随机数字表法分为观察组(应用CBL教学法)与对照组(应用PBL教学法)各40名,评价两组教学效果。结果观察组学生基础理论考核成绩、病例分析成绩、实训成绩均高于对照组,差异有统计学意义(P<0.05)。观察组学生对提高学习目的性与趣味性、提高分析和解决问题能力、有助于紧密结合基础知识与临床技能、提高综合分析与逻辑思维能力评价均高于对照组,差异有统计学意义(P<0.05)。观察组学生教学满意度95.00%,高于对照组75.00%,差异有统计学意义(P<0.05)。观察组学生学习兴趣、自学能力、团队意识、信息收集与收纳评分均高于对照组,差异有统计学意义(P<0.05)。结论口腔医学教学中应用CBL教学法对提高学生考核成绩、教学效果、教学满意度与核心胜任力有积极作用。Objective To analyze the effect of problem-based learning(PBL)teaching method and case-based learning(CBL)teaching method in stomatology teaching.Methods A total of 80 medical students included in the department of stomatology of the First Affiliated Hospital of Anhui Medical University from January to December 2021.A total of 40 subjects were randomly divided into an observation group(using CBL teaching method)and a control group(using PBL teaching method).The teaching effects of the two groups were evaluated.Results The students in the observation group had higher basic theory assessment scores,case analysis scores,and practical training scores than those in the control group,and the difference was statistically significant(P<0.05).The students in the observation group were higher than those in the control group in terms of improving the purpose and interest of learning,improving analysis and problem-solving abilities,helping to combine basic knowledge and clinical skills,and improving comprehensive analysis and logical thinking abilities,and the difference was statistically significant(P<0.05).The teaching satisfaction of the observation group was 95.00%,which was higher than that of the control group,75.00%,and the difference was statistically significant(P<0.05).The scores of students'interest in learning,selflearning ability,team awareness,information collection and acceptance in the observation group were higher than those in the control group,and the difference was statistically significant(P<0.05).Conclusion The application of CBL teaching method in oral medicine teaching has a positive effect on improving students'assessment scores,teaching effectiveness,teaching satisfaction,and core competencies.

关 键 词：口腔医学 以案例为导向的学习教学法 以问题为基础的学习教学法 核心胜任力 教学满意度 考核 

分 类 号：G642[文化科学—高等教育学]