上海口腔医学

上海口腔医学 ›› 2025, Vol. 34 ›› Issue (3): 332-336.doi: 10.19439/j.sjos.2025.03.019

• 口腔医学教育 • 上一篇    

拼图式合作学习法在口腔组织病理学课程中的应用探索

王彦瑾1, 秦志明1, 李铁军2, 刘婷姣1   

  1. 1.上海市口腔医院 病理科,上海 200001;
    2.北京大学口腔医院 病理科,北京 100081
  • 收稿日期:2024-01-22 修回日期:2024-03-06 出版日期:2025-06-25 发布日期:2025-06-24
  • 通讯作者: 刘婷姣,E-mail：tingjiao_liu@fudan.edu.cn
  • 作者简介:王彦瑾（1994-）,女,博士研究生,E-mail：wangyanjin@fudan.edu.cn

Application of the jigsaw classroom method in oral histology and pathology course

Wang Yanjin1, Qin Zhiming1, Li Tiejun2, Liu Tingjiao1   

  1. 1. Department of Oral Pathology, Shanghai Stomatological Hospital & School of Stomatology, Shanghai 200001;
    2. Department of Oral Pathology, Peking University School and Hospital of Stomatology. Beijing 100081, China
  • Received:2024-01-22 Revised:2024-03-06 Online:2025-06-25 Published:2025-06-24

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摘要： 目的: 应用拼图式合作学习法对口腔组织病理学课程部分内容进行改革,旨在探索口腔医学本科教育的新方法,达到更多维度的学习目标,改善学习效果。方法: 选择复旦大学口腔医学院24名本科生为研究对象,在教师指导下,学生对口腔鳞癌临床案例进行3周的线上线下混合学习。通过主客观考核、问卷调查及访谈等,从教师和学生2个角度进行学习效果评价。结果: 在最终汇报前及结束后4个月进行客观题测试,平均7.17分和7.41分（满分10分）,2次成绩无显著差异（P>0.05）,表明学生达到知识目标且长期学习效果好。案例报告和汇报平均分均超过90分（满分100分）,75%的学生对学习效果满意,37.5%的学生更喜欢这种方式,超80%的学生认为该方法锻炼了多项能力且提高了对口腔组织病理学的重要性和意义的认识,达到能力和素养目标。结论: 相比于传统教学,拼图式合作学习能让学生更为牢固地掌握知识,能力和素养得到锻炼,学习效果更佳,具体实施方式可根据情况调整。

关键词: 拼图式合作学习, 口腔组织病理学, 本科生教学, 学习目标

Abstract: PURPOSE: This study applied jigsaw classroom method to reform some contents of oral histology and pathology course, aiming at exploring new methods of undergraduate education in stomatology, achieving more dimensional learning goals and improving learning effects. METHODS: Twenty-four undergraduates from the School of Stomatology of Fudan University were selected as the study objects. Under the guidance of teachers, students studied oral squamous cell carcinoma cases online and offline for 3 weeks. The teaching effect was evaluated from the perspectives of teachers and students through subjective and objective examination, questionnaire survey and interview. RESULTS: The objective questions were tested before and 4 months after the final report, with an average of 7.17 and 7.41(out of 10 points). There was no significant difference between the two scores, indicating that the students achieved their knowledge goals and had a good long-term learning effect. The average scores of case report and report were over 90(out of 100 points). 75% of the students were satisfied with the learning effect, 37.5% preferred this method, and over 80% of the students thought that this method had exercised many abilities, improved their understanding of the importance and significance of oral pathology, and achieved the goals of ability and literacy. CONCLUSIONS: Compared with traditional teaching, jigsaw classroom can make students master knowledge more firmly, exercise their ability and accomplishment, and achieve better learning effect. The specific implementation can be adjusted according to the situation, and it needs further investigation.

Key words: Jigsaw classroom, Oral histology and pathology, Undergraduate education, Learning goals

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