基于OBE理念的翻转课堂教学模式在牙体实验课教学中的探究  

Exploration of Flipped Classroom Teaching Mode Based on OBE Concept in Dental Experiment Teaching

作　　者：吴昭君 许雪红 相艳 王秀芳 郑晓丹 林垚 WU Zhaojun;XU Xuehong;XIANG Yan;WANG Xiufang;ZHENG Xiaodan;LIN Yao(Department of Endodontics No.1/Xiamen Key Laboratory of Stomatological Disease Diagnosis and Treatment,Stomatological Hospital of Xiamen Medical College,Xiamen Fujian 361008,China;Department of Prosthodontics No.1,Stomatological Hospital of Xiamen Medical College,Xiamen Fujian 361008,China;Department of Science and Education,Stomatological Hospital of Xiamen Medical College,Xiamen Fujian 361008,China;Department of Stomatology,Xiamen Medical College,Xiamen Fujian 361008,China)

机构地区：[1]厦门医学院附属口腔医院牙体牙髓病一科/厦门市口腔疾病诊疗重点实验室,福建厦门361008 [2]厦门医学院附属口腔医院口腔修复一科,福建厦门361008 [3]厦门医学院附属口腔医院科教科,福建厦门361008 [4]厦门医学院口腔医学系,福建厦门361008

出　　处：《中国继续医学教育》2025年第5期34-38,共5页China Continuing Medical Education

基　　金：厦门医学院2023年度教育教学改革研究项目(XBLG2023011);厦门医学院附属口腔医院科研培育基金项目(2023XKQN0008)。

摘　　要：目的探究基于成果导向教育(outcome based education,OBE)理念的翻转课堂教学模式在牙体实验课教学中的应用效果。方法选取2023年9月—2023年12月厦门医学院口腔医学专业2020级1班和2班60名本科生为研究对象,按照随机数字表法分为对照组和试验组,每组30名。在制备上颌第一磨牙二类窝洞实验课教学中,对照组采用传统教学方法,试验组采用OBE理念的翻转课堂教学方法,以上颌第一磨牙二类洞的制备建立OBE理念的考核机制,并利用翻转课堂完成实验课前基础知识自学,实验课上讨论重点难点,并完成实验操作任务和小组讨论。一学期实验教学结束后比较2组上颌第一磨牙二类洞的考核成绩以及学生对教学方法的认可度。结果试验组学生上颌第一磨牙二类洞制备实验课堂理论小测成绩(91.10±2.96)分、实验操作考核成绩(90.07±3.72)分,高于对照组[(85.10±5.06)分、(85.33±3.17)分],差异有统计学意义(P<0.001)。试验组学生对教学方法能够提高独立解决问题能力、临床思维能力、自主学习能力、团队协作能力的认可度高于对照组,差异有统计学意义(P<0.05)。结论OBE理念的翻转课堂教学模式应用于牙体实验课教学中是可行的,课前建立OBE的考核目标能够让学生更有目的性、方向性的掌握要点,更好地帮助学生理解知识点,也有助于培养学生的综合能力。Objective To explore the application effect of the flipped classroom teaching model based on the concept of outcomes-based education(OBE)in dental experimental teaching.Methods A total of 60 undergraduates of undergraduates majoring in Stomatology in Xiamen Medical College were selected from class 1 and class 2 of 2020,and they were divided into the control group and the experimental group according to the random number table method,with 30 undergraduates in each group.In the experimental teaching of the second class cavity of the maxillary first molar,the control group used traditional teaching methods.While the experimental group adopted the flipped classroom teaching method of OBE concept,established the assessment mechanism of OBE concept for the preparation of the class II cavity of the maxillary first molar,and used the flipped classroom to complete the self-study of basic knowledge before the experimental class,discuss key and difficult points in the experimental class,and complete the experimental operation tasks and group discussions.The examination results of the second class maxillary first molar holes and the students’recognition of teaching methods were compared between the two groups.Results The theoretical test scores of experimental classroom[(91.10±2.96)points]and experimental operational assessment scores[(90.07±3.72)points]of the experimental group for the preparation of class II cavities in the maxillary first molar were higher than the control group[(85.10±5.06)points,(85.33±3.17)points],and the differences were statistically significant(P<0.001).The recognition of the experimental group’s students that teaching methods can improve their independent problemsolving ability,clinical thinking ability,self-learning ability,and team collaboration ability was higher than the control group,and the difference was statistically significant(P<0.05).Conclusion It is feasible to apply the flipped classroom teaching mode of OBE concept to the teaching of dental experiments.The establishment of OBE

关 键 词：成果导向教育理念 翻转课堂 牙体实验课教学 牙体牙髓病学专业 教学模式 口腔医学专业 

分 类 号：G642[文化科学—高等教育学]