翻转课堂联合PBL教学法在口腔医学教学中的应用  

The Application of Flipped Classroom Combined With PBL Teaching Method in Stomatology Teaching

作　　者：宋红权[1] 闫嘉群[2] 米娜[3] 吕艳超 SONG Hongquan;YAN Jiaqun;MI Na;LYU Yanchao(Department of Oral and Maxillofacial Surgery,the First Affiliated Hospital of Harbin Medical University,Harbin Heilongjiang 150000,China;Department of Stomatology,Harbin Medical University Cancer Hospital,Harbin Heilongjiang 150000,China;Department of Dentistry and Pulp,the First Affiliated Hospital of Harbin Medical University,Harbin Heilongjiang 150000,China;Department of Science and Education,the First Affiliated Hospital of Harbin Medical University,Harbin Heilongjiang 150000,China)

机构地区：[1]哈尔滨医科大学附属第一医院口腔颌面外科,黑龙江哈尔滨150000 [2]哈尔滨医科大学附属肿瘤医院口腔科,黑龙江哈尔滨150000 [3]哈尔滨医科大学附属第一医院牙体牙髓科,黑龙江哈尔滨150000 [4]哈尔滨医科大学附属第一医院科教科,黑龙江哈尔滨150000

出　　处：《中国继续医学教育》2024年第10期57-61,共5页China Continuing Medical Education

基　　金：黑龙江省教育厅教改一般项目(SJGY20200455)。

摘　　要：目的 探讨翻转课堂联合以问题为基础的教学法(problem based learning,PBL)在口腔医学教学中的应用效果。方法 选择2021年1月—2022年12月2018、2019级本科学生共94名作为教学研究对象,将本科学生根据教学设计分为对照组与观察组,各47名。对照组采用传统教学模式教学,观察组则采用翻转课堂联合PBL教学法,2组均进行连续3个月的教学。比较2组教学考核成绩、教学效果、学生综合能力及教学满意度。结果 观察组带教3个月后理论考核为(92.52±5.41)分、技能考核中病史采集为(91.15±5.24)分、病例分析为(90.69±5.16)分及体格检查为(93.27±6.42)分,高于对照组的(85.15±4.39)分、(83.27±4.12)分、(84.12±4.52)分、(85.24±6.11)分(P <0.05);观察组教学3个月后学生积极性及兴趣为(91.15±4.69)分、知识理解能力为(89.83±4.51)分、自主学习能力提高为(92.32±5.34)分、团队协作能力为(94.57±5.41)分及临床思维模式建立评分为(93.23±6.26)分,高于对照组的(85.41±3.25)分(、82.17±3.13)分(、84.43±4.39)分、(85.53±4.34)分、(88.21±5.42)分(P <0.05);观察组教学3个月后科研能力、创新能力、思维能力、沟通能力、设计分析能力、独立解决问题能力评分高于对照组(P<0.05);观察组教学3个月后教学满意度高于对照组(P<0.05)。结论 翻转课堂联合PBL教学法用于口腔医学教学中有助于提高学生考核成绩,提升学生综合分析能力及团队协作能力,可获得较高的教学满意度。Objective To explore the application effect of flipped classroom combined with problem based learning(PBL)in oral medicine teaching.Methods A total of 94 undergraduate students from January 2021 to December 2022,2018 and 2019 were selected as teaching research subjects.According to the teaching design,undergraduate students were divided into control group and observation group,with 47 students in each group.The control group adopted the traditional teaching mode,while the observation group adopted the flipped classroom combined with PBL teaching mode.Both groups had been teaching for three consecutive months,and the teaching assessment results,teaching effectiveness,students'comprehensive abilities,and teaching satisfaction of the two groups were compared.Results In the observation group,after 3 months of teaching,the theoretical test scores were(92.52±5.41)points,the medical history test scores were(91.15±5.24)points,the case analysis scores were(90.69±5.16)points and the physical examination scores were(93.27±6.42)points,which was higher than those of control group[(85.15±4.39)points,(83.27±4.12)points,(84.12±4.52)points,(85.24±6.11)points](P<0.05).After 3 months of teaching in the observation group,students'enthusiasm and interest were(91.15±4.69)points,knowledge understanding ability was(89.83±4.51)points,independent learning ability was(92.32±5.34)points,team cooperation ability was(94.57±5.41)points,and clinical thinking pattern establishment score was(93.23±6.26)points.which was higher than those of control group[(85.41±3.25)points,(82.17±3.13)points,(84.43±4.39)points,(85.53±4.34)points,(88.21±5.42)points](P<0.05).After 3 months of teaching,the scores of scientific research ability,innovation ability,thinking ability,communication ability,design analysis ability and independent problem solving ability of the observation group were higher than those of the control group(P<0.05).The teaching satisfaction of the observation group was higher than that of the control group after 3 months(P<0.

关 键 词：翻转课堂 以问题为基础的教学法 口腔医学教学 考核成绩 教学效果 综合能力 教学满意度 

分 类 号：G642[文化科学—高等教育学]