基于数字化切片的微课结合翻转课堂在口腔组织病理学实践教学中的应用效果研究  

Study on the effect of combined application of digital slice-based micro-lectures with flipped classrooms in the practical teaching of oral histopathology

作　　者：李蓓 刘源 任莉莉 何小宁 LI Bei;LIU Yuan;REN Li-li;HE Xiao-ning(State Key Laboratory of Oral&Maxillofacial Reconstruction and Regeneration,National Clinical Research Center for Oral Diseases,Shaanxi International Joint Research Center for Oral Diseases,Department of Histopathology,the Third Affiliated Hospital,the Air Force Military Medical University,Xi'an 710032,China)

机构地区：[1]口颌系统重建与再生全国重点实验室,国家口腔疾病临床医学研究中心,陕西省口腔疾病国际联合研究中心,空军军医大学第三附属医院口腔组织病理学教研室,陕西西安710032

出　　处：《中国实用口腔科杂志》2024年第3期332-335,341,共5页Chinese Journal of Practical Stomatology

摘　　要：目的研究基于数字化切片的微课结合翻转课堂的教学模式在口腔组织病理学实践教学中的应用效果。方法研究于2021年9月至2023年1月在空军军医大学第三附属医院教学中心网络教室进行。选取空军军医大学口腔医学专业2020级五年制本科生45名为研究组,2019级五年制本科生44名为对照组。在口腔组织病理学实践教学中,研究组采用基于数字化切片的微课结合翻转课堂的教学模式,对照组采用传统教学模式。课程结束后对学生进行满意度问卷调查,比较2组学生的实践课程成绩和实践教学满意度问卷调查情况。结果研究组实践课程成绩为(94.98±2.16)分,明显高于对照组[(92.18±2.15)分],差异有统计学意义(t=6.123,P<0.001)。实践教学满意度问卷调查结果显示,研究组与对照组在提高自主学习能力、课堂互动良好、教学方式恰当、激发学习兴趣及加深理论知识理解方面的满意度构成比较,差异均有统计学意义(Z值分别为3.161、3.369、2.282、2.561及2.797,P值分别为0.002、0.001、0.023、0.010及0.006)。结论基于数字化切片的微课结合翻转课堂的教学模式可有效提高口腔医学本科生口腔组织病理学实践课程成绩,激发学生学习热情,调动学生积极性,增进师生交流,是提升口腔组织病理学实践教学效果的一种有效方法。Objective The study investigated the application effects of a teaching model that combines digital slice-based micro-lectures with flipped classrooms in the practical teaching of oral histopathology.Methods The study was conducted from September 2021 to January 2023 in the network class at the Teaching Center of the Third Affiliated Hospital of the Air Force Military Medical University.The study included 44 students from grade 2019(control group)and 45 students from grade 2020(research group)majoring in five-year undergraduate in oral medicine at the Third Affiliated Hospital of the Air Force Military Medical University.In the practical teaching of oral histopathology,the research group adopted the teaching model based on digital slices combined with micro-lecture and flipped classrooms,while the control group used traditional teaching methods.After all courses ended,a satisfaction questionnaire survey was conducted among the students.The practical course grades and the results of the satisfaction questionnaire survey for practical teaching were compared between the two groups.Results The results showed that the practical course grades of the research group were(94.98±2.16)points,significantly higher than the control group[(92.18±2.15)points],with a statistically significant difference(t=6.123,P<0.001).The satisfaction questionnaire survey results indicated that there were statistically significant differences between the research group and the control group in terms of improving self-learning ability,creating a good classroom interaction,appropriate teaching methods,stimulating interest in learning,and deepening the understanding of theoretical knowledge(Z values were 3.161,3.369,2.282,2.561 and 2.797 respectively;P values were 0.002,0.001,0.023,0.010 and 0.006 respectively).Conclusion The teaching model that combines digital slice-based micro-lectures with flipped classrooms can effectively improve the learning efficiency of oral histopathology practice classes for stomatology undergraduates,stimulate student

关 键 词：数字化切片 微课 翻转课堂 口腔组织病理学 实践教学 

分 类 号：R78[医药卫生—口腔医学]