BOPPPS教学模式在牙体牙髓病学见习教学中的应用  

Application of BOPPPS Teaching Model in the Practical Teaching of Dentistry and Endodontics

作　　者：陈虹 唐云昊 CHEN Hong;TANG Yunhao(Department of Endodontics,Northern Campus of Stomatological Hospital of Chongqing Medical University,Chongqing 404100,China;Department of Gastrointestinal and Anorectal Surgery,the Second Affiliated Hospital of Chongqing Medical University,Chongqing 400010,China)

机构地区：[1]重庆医科大学附属口腔医院北部院区牙体牙髓科,重庆404100 [2]重庆医科大学附属第二医院胃肠肛肠外科,重庆400010

出　　处：《中国继续医学教育》2024年第24期126-129,共4页China Continuing Medical Education

基　　金：国家自然科学基金项目(82100991);重庆市自然科学基金博士后科学基金项目(cstc2021jcyj-bshX0211);重庆市渝中区基础研究与前沿探索项目(20210124);重庆市教育委员会科学技术研究项目(KJQN202100440);重庆医科大学口腔医学院2024年教育教学研究项目(KQJ202413)。

摘　　要：目的探讨导学互动式教育教学模式(bridge-in,objective,pre-assessment,participatory learning,postassessment,summary,BOPPPS)在口腔牙体牙髓病学见习教学中的应用。方法将2021年9月—2023年1月在重庆医科大学附属口腔医院牙体牙髓科见习的92名口腔医学生作为研究对象,随机分为试验组和对照组各46名。试验组采用BOPPPS教学模式,对照组采用传统的教学模式,见习结束后对学生进行随堂理论考试及问卷调查,比较2种教学方法的教学效果及满意度。结果试验组随堂理论考试平均成绩为(83.59±4.60)分,高于对照组[(81.02±5.55)分],差异有统计学意义(P<0.05)。在学生对教学方法的主观评价上,试验组学生持肯定态度的人数多于对照组,差异有统计学意义(P<0.05)。结论BOPPPS教学模式可以提高口腔医学生牙体牙髓病学见习阶段的学习成绩和学习主动性,较好实现课程目标达成,学生对该教学模式认可度较高。Objective To explore the application of the bridge-in,objective,pre-assessment,participatory learning,post-assessment,summary(BOPPPS)teaching model in the clerkship teaching of oral endodontics.Methods A total of 92 oral medical interns of endodontics in Stomatological Hospital of Chongqing Medical University from September 2021 to January 2023 were randomly divided into experimental group and control group,a total of 46 students in each group.BOPPPS teaching model was used in the experimental group and traditional teaching method was used in the control group.After the internship,in-class theoretical examinations and questionnaire surveys were conducted on students to compare the teaching effects and satisfaction of the two teaching methods.Results The average score of test group was(83.59±4.60)points,which was higher than that of control group[(81.02±5.55)points],and the difference was statistically significant(P<0.05).In terms of students'subjective evaluation of teaching methods,the number of students with positive attitude in experimental group was higher than that in control group,and the difference was statistically significant(P<0.05).Conclusion BOPPPS teaching model can significantly improve the learning performance and initiative of oral medical interns in endodontics,better achieve the course goals,and students have a high degree of recognition of this teaching model.

关 键 词：BOPPPS 教学模式 牙体牙髓病学 本科教学 见习教学 自主学习能力 

分 类 号：G642[文化科学—高等教育学]