PBL、TBL及CP联合教学法在牙周病学住院医师规范化培训中的研究  

Study on the effect of PBL,TBL and CP teaching methods combined on standardized training of periodontology residents

作　　者：庄德舒 毕良佳[1,2] 路海艳 高丽丽[1] ZHUANG Deshu;BI Liangjia;LU Haiyan;GAO Lili(Department of Stomatology,The Fourth Afiliated Hospital,Harbin Medical University,Harbin 150001,China)

机构地区：[1]哈尔滨医科大学附属第四医院口腔科,黑龙江哈尔滨150001 [2]海南省三亚中心医院口腔科,海南三亚572000

出　　处：《口腔医学》2024年第7期536-539,共4页Stomatology

基　　金：黑龙江省高等教育教学改革项目(SJGY20220286)。

摘　　要：目的研究基于问题的学习(PBL)、以团队为基础的学习(TBL)及临床路径(CP)联合教学法在牙周病学住院医师规范化培训中的教学效果。方法选取2023年1月—10月轮转哈尔滨医科大学附属第四医院牙周专科的住院医师规范化培训学员48人进行研究,随机分为传统教学组和PBL、TBL及CP联合教学组,每组24人。传统教学组的带教模式采用传统教学法,PBL、TBL及CP联合教学组的带教模式采用PBL、TBL及CP联合教学法的教学模式。在轮转结束前,对两组学员进行专业考核、教学满意度和教学过程中自我评价的问卷调查。结果三种教学法组的专业考核成绩明显高于传统教学法组(P<0.05)。两组学员对规培教学均满意,且通过教学都能够掌握牙周炎的诊疗方法,无统计学差异(P>0.05)。但与传统教学组相比,三种教学法组的学员在医患沟通、主动查阅资料、学习兴趣、团队讨论、临床逻辑思维能力的方面显著提高(P<0.05)。结论在牙周病学住院医师规范化培训的教学中开展三种教学法相结合的教学模式有助于提高学员的专业考核成绩和自我评价结果,从而推动教学改革发展,为教学改革提供客观依据。Objective To assess the effectiveness of combining problem-based learning(PBL),team-based learning(TBL),and clinical pathway(CP)in standardized training of periodontology residents.Methods A total of 48 residents who were transferred to the Department of Periodontology at the Fourth Affiliated Hospital of Harbin Medical University from January to October 2023 were randomly assigned to either the traditional teaching group or the PBL,TBL,and CP combined teaching group,with 24 participants in each group.The traditional teaching group followed conventional teaching methods,while the PBL,TBL,and CP combined teaching group utilized a combination of these three methods.Prior to completing their rotation,both groups underwent professional assessments as well as surveys on satisfaction with standardized training and self-evaluation.Results The professional examination scores ofcombined teaching group were significantly higher than those of the traditional teaching method group(P<0.05).Both groups expressed satisfaction with standardized training and demonstrated proficiency in diagnosing and treating periodontitis through instruction;no statistically significant difference was observed between them(P>0.05).However,compared to the traditional teaching group,students in the PBL,TBL,and CP combined teaching group showed significant improvements in doctor-patient communication skills,active information retrieval abilities,learning interest levels,team discussions,and clinical logical thinking abilities(P<0.05).Conclusion Implementing a combination of PBL,TBL,and CP during standardized training of periodontology residents can enhance students'professional examination scores and self-evaluation results,which promotes educational reform development by providing an objective basis.

关 键 词：牙周病学 基于问题的学习 以团队为基础的学习 临床路径 教学改革 

分 类 号：R781.4[医药卫生—口腔医学]