基于OBE理念的混合式教学模式在口腔种植本科生教学中的应用研究  

Blended teaching model based on Outcomes-Based Education approach in undergraduate implant dentistry education

作　　者：钱姝娇 张翌婕 史俊宇 乔士冲[1] 莫嘉骥[1] 顾迎新[1] 赖红昌[1] QIAN Shu-jiao;ZHANG Yi-jie;SHI Jun-yu;QIAO Shi-chong;MO Jia-ji;GU Ying-xin;LAI Hong-chang(Department of Oral and Maxillofacial Implantology,Shanghai Ninth People’s Hospital,Shanghai Jiao Tong University School of Medicine,College of Stomatology,Shanghai Jiao Tong University,National Center for Stomatology,National Clinical Research Center for Oral Diseases,Shanghai Key Laboratory of Stomatology,Shanghai Research Institute of Stomatology Shanghai,Shanghai 200011,China)

机构地区：[1]上海交通大学医学院附属第九人民医院口腔种植科、上海交通大学口腔医学院、国家口腔医学中心、国家口腔疾病临床医学研究中心、上海市口腔医学重点实验室、上海市口腔医学研究所,上海200011

出　　处：《口腔颌面修复学杂志》2025年第2期126-130,共5页Chinese Journal of Prosthodontics

基　　金：国家自然科学基金项目(项目编号:82201048);上海交通大学医学院附属第九人民医院医学教育研究项目(项目编号:JYJX03202102);上海交通大学医学院附属第九人民医院临床研究助推计划(项目编号:JYLJ202106)。

摘　　要：目的:探讨基于OBE(outcomes-based education)教育理念的混合式教学模式在本科生口腔种植学教学当中的应用效果。方法:本研究选择于上海交通大学口腔医学院就读的2017—2018级本科生为研究对象,其中2017级45名口腔专业学生采用传统教学模式,2018级55名学生接受基于OBE理念的混合式教学模式。评价和比较两组学生的教学效果。结果:OBE教学组相比传统教学组的期末成绩总分(95.1±4.12 vs 86.8±7.17)、理论考试成绩(94.6±4.77 vs 85.5±8.31)、实验考核中术前准备得分(17.16±1.73 vs 14.62±2.45)和位点选择得分(29.15±1.58 vs 27.38±3.47)均显著提高。OBE教学组线上平台登录人数比(46/55 vs29/45)、平均登录时长(12.82±8.62 vs 9.18±5.56)、课堂发言率(26/55 vs 12/45)和课后线上平台点击次数为(272/686 vs 104/420)均优于传统教学组。OBE教学的课程满意度评价亦显著高于传统教学组(95.93±2.01 vs 93.87±1.26)。并且差异均具有统计学意义(P<0.05)。结论:在口腔种植本科生教学中,基于OBE教学理念的教学方式对于提高学生理论知识掌握、操作应用能力、课堂参与度等方面具有积极意义。Objective:To investigate the effectiveness of the blended teaching model based on the OBE(outcomes-based education)approach in undergraduate implant dentistry education.Methods:Totally 110 undergraduate students in the class of 2017 and 2018 were enrolled.OBE group(55 students in the class of 2018)received the blended teaching approach based on the OBE concept.Conventional group(45 students in the class of 2017)received the traditional teaching approach.The teaching outcomes of the two groups of students were evaluated and compared.Results:Compared to the Conventional group,the OBE group had a higher final score(95.1±4.12 vs.86.8±7.17),which included a better performance in theory examination(94.6±4.77 vs.85.5±8.31),preoperative preparation(17.16±1.73 vs.14.62±2.45)and implant site selection(29.15±1.58 vs.27.38±3.47).The number of logins on the online platform(46/55 vs.29/45),the average duration of logins(12.82±8.62 vs.9.18±5.56),class participation rate(26/55 vs.12/45)and the number of clicks on the online(272/686 vs.104/420)were found to be higher in the OBE group.The satisfaction ratings of the course were higher in the OBE group than that of the Conventional group(95.93±2.01 vs.93.87±1.26).The differences were statistically significant(P<0.05).Conclusion:The blended teaching mode based on the OBE approach has positive effect in improving students'theoretical knowledge,clinical practice and classroom participation in undergraduate implant dentistry education.

关 键 词：结果为导向教育 思政元素 混合式教学 口腔种植 本科教学 

分 类 号：R783.4[医药卫生—口腔医学]