上海口腔医学

上海口腔医学 ›› 2016, Vol. 25 ›› Issue (5): 621-625.

• 口腔医学教育 • 上一篇    下一篇

PBL与SP联合教学法在本科生牙体牙髓病学课间实习中的应用

邵丽娜, 仇丽鸿, 詹福良, 薛明   

  1. 中国医科大学口腔医学院 牙体牙髓病科,辽宁 沈阳 110002
  • 收稿日期:2016-01-12 修回日期:2016-03-22 出版日期:2016-10-25 发布日期:2016-11-10
  • 通讯作者: 仇丽鸿,E-mail：153319620@qq.com
  • 作者简介:邵丽娜（1982-),女,硕士研究生,讲师,主治医师,E-mail：429530054@qq.com
  • 基金资助:
    辽宁省教育科学“十二五”规划立项课题( jg13db331); 中国医科大学口腔医学院教学研究基金（J101593-15-06）

Application of PBL combined with SP method in during-course practice of endodontics for undergraduate dental students

SHAO Li-na, QIU Li-hong, ZHAN Fu- liang, XUE Ming   

  1. Department of Endodontics, School of Stomatology, China Medical University. Shenyang 110002, Liaoning Province, China
  • Received:2016-01-12 Revised:2016-03-22 Online:2016-10-25 Published:2016-11-10

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摘要： 目的将PBL与SP联合教学法应用到五年制本科生牙体牙髓病学课间实习教学,以提高教学质量。方法将中国医科大学口腔医学专业97期五年制本科104人随机分为2 组,每组52人,分别采用以问题为中心教学法（problem-based learning,PBL）与标准化病人（standardized patients,SP）联合教学法、以授课为中心（lecture-based learning,LBL）传统模式授课,通过考试和问卷调查评价教学效果。所有数据采用SPSS 11.5 软件包进行t 检验。结果PBL与SP联合教学组在病例分析、理论总分、实践总分、总成绩4项的分数高于传统LBL组 （P<0.05）。在基础知识成绩比较方面,LBL组成绩显著高于PBL与SP联合教学组（P<0.05）。PBL与SP联合教学组的学生对于SP的表现比较满意,非常喜欢联合教学法。结论PBL与SP联合教学法能够提高学生各方面的能力,获得满意的教学效果,值得推广实施。

关键词: PBL, SP, 牙体牙髓病学

Abstract: PURPOSE: To apply problem-based learning (PBL) combined with standardized patients(SP) in during-course practice of endodontics for undergraduate dental students, in order to improve the teaching quality. METHODS: One hundred and four undergraduate dental students of China Medical University School of Stomatology were randomly divided into 2 groups, 52 students in each group. One group were taught with PBL combined with SP while the other group with lecture-based learning (LBL) alone. The teaching effect was measured with examination and questionnaire survey. The data were analyzed by Student's t test using SPSS 11.5 software package. RESULTS: Students in PBL combined with SP group was better than LBL group in case analysis, didactic tests, practical tests and total scores, and there was significant difference between the two groups (P<0.05). LBL group was better than PBL combined with SP group in basic theoretical knowledge scores, and there was significant difference between the two groups (P<0.05). SP and PBL combined with SP method were welcomed by undergraduate dental students. CONCLUSIONS: The abilities of undergraduate dental students can be improved by PBL combined with SP in different aspects. PBL combined with SP achieves satisfactory teaching effect, and can be applied in during-course practice of endodontics to undergraduate dental students.

Key words: PBL, SP, Endodontics

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