基于PDCA理论的牙周临床教学模式改进

上海口腔医学 ›› 2016, Vol. 25 ›› Issue (4): 504-502.

基于PDCA理论的牙周临床教学模式改进

王宏岩^{1, 2}, 韩伶娜¹, 朱晓华², 马红梅², 潘亚萍¹

1.中国医科大学口腔医学院牙周病科,辽宁省口腔医学研究所牙周病研究室, 2.临床教学中心,辽宁沈阳 110002

收稿日期:2015-08-20 出版日期:2016-08-25 发布日期:2016-09-06
通讯作者: 潘亚萍, E-mail：yppan@mail.cmu.edu.cn
作者简介:王宏岩 (1981-),女,博士研究生,讲师,E-mail: cmuwhy@163.com
基金资助:
中国医科大学教学基金重点项目(YDJX2013004); 中国医科大学口腔医学院2015年院级教学课题（J101593-15-17)

The improvement of periodontal teaching mode based on PDCA theory

WANG Hong-yan^{1, 2}, HAN Ling-na¹, ZHU Xiao-hua², MA Hong-mei², PAN Ya-ping¹

1.Department of Periodontology, School of Stomatology, China Medical University, Liaoning Institute of Dental Research;
2.Department of Clinical Teaching Center, School of Stomatology, China Medical University. Shenyang 110002, Liaoning Province, China

Received:2015-08-20 Online:2016-08-25 Published:2016-09-06

摘要/Abstract

摘要： 目的评价PDCA带教模式在本科生牙周临床实习中培养学生各方面能力的效果。方法选取2014年7月—2015年7月于中国医科大学口腔临床专业五年级实习学生共48人,根据前4学年综合测评成绩降序排列后,按单双号将其分为2组,单号学生采用基于PDCA循环的带教方式,双号学生采用传统临床教学模式,每周进行1次循环。实习结束后,采用基础理论考试、病例汇报及临床技能考核方式,对学生成绩进行评定。采用SPSS13.0软件包对2组学生的临床能力评定结果进行χ²检验。结果在临床操作技能评估中,PDCA带教组17名学生成绩为“优”,7名为“良”,“及格”学生数为0;在传统带教组,7名学生成绩为“优”,16名为“良”,1名为“及格”。经统计学分析,差异具有显著性(P<0.05)。在理论考试和病例汇报中,PDCA带教组16名学生成绩为“优”,8名为“良”,“及格”学生数为0;传统带教组12名学生成绩为“优”,9名为“良”,3名为“及格”。2组之间的差异无显著性（P>0.05)。结论PDCA带教模式能够更具个性化地培养每位学生,有利于带教老师发现每位学生临床实习中的不足,有助于学生对基本临床操作技能的准确掌握以及沟通能力的培养。

关键词: PDCA理论, 牙周教学, 临床能力

Abstract: PURPOSE: To evaluate the effect of PDCA teaching mode on clinical ability in the process of periodontal clinical internship. METHODS: Forty-eight undergraduate interns coming from School of Stomatology, China Medical University were divided into 2 groups, one group received traditional teaching mode, the other group received a teaching mode based on PDCA cycle. At the end of internship, every student was assessed by theoretical examinations, case reports and clinical skill practice. χ2-test was used to determine the significant difference in clinical ability between the two groups. Statistical analysis was carried out using SPSS 13.0 software package. RESULTS: In clinical skill examination, 17 students in PDCA teaching mode group got "excellent" grade , 8 students got "good" grade, none student got "passed" grade; in traditional teaching mode group, 7 students got "excellent" grade, 16 students got "good" grade, 1 student got "passed" grade. The difference between the two groups was statistically significant (P<0.05). In the theoretical examinations and case reports, 16 students in PDCA teaching mode group got "excellent" grade, 8 students got "good" grade, none student got "passed" grade; in traditional teaching mode group, 12 students got "excellent" grade, 9 students got "good" grade, and 3 students got "passed" grade. The difference between the two groups wasn't statistically significant (P>0.05). CONCLUSIONS: PDCA teaching will train each student in a personalized mode, which is beneficial to finding defects existed in clinical practice and reinforcing the ability of communication and clinical practice.

Key words: PDCA theory, Periodontal teaching, Clinical ability

中图分类号:

G642.4

王宏岩, 韩伶娜, 朱晓华, 马红梅, 潘亚萍. 基于PDCA理论的牙周临床教学模式改进[J]. 上海口腔医学, 2016, 25(4): 504-502.

WANG Hong-yan, HAN Ling-na, ZHU Xiao-hua, MA Hong-mei, PAN Ya-ping. The improvement of periodontal teaching mode based on PDCA theory[J]. Shanghai Journal of Stomatology, 2016, 25(4): 504-502.

参考文献

[1] 潘沼山, 孙方敏, 黄始振.现代管理学 [M].北京: 科学技术出版社, 2001: 212-215.
[2] 汪轶,唐彧,何艳,等. 医患沟通教育在口腔临床实习中的作用 [J]. 上海口腔医学,2012, 21(4): 474-477.
[3] Gjolaj LN, Campos GG, Olier-Pino AI, et al. Delivering patient value by using process improvement tools to decrease patient wait time in an outpatient oncology infusion unit[J]. J Oncol Pract, 2016,12(1):e95-e100.
[4] Ando Y, Yoshida Y, Mukai M, et al. Development and practice of ISMS at a Radiotherapy Hospital by using IHE Integration profiles [J]. Stud Health Technol Inform, 2015, 216: 911.
[5] Vogel P, Vassilev G, Kruse B, et al. Morbidity and Mortality conference as part of PDCA cycle to decrease anastomotic failure in colorectal surgery[J]. Langenbecks Arch Surg, 2011, 396 (7): 1009-1015.
[6] 谈文娟, 卢疑, 施新娟,等. 全过程PDCA 循环管理在持续改进护理临床教学质量价值作用 [J].齐鲁护理杂志,2010, 16 (13): 107-109.
[7] 邹翠兰, 许炎秋, 陈文宏. 探讨手术室应用PDCA 循环的带教管理方法 [J].基层医学论坛,2010, 14 (18): 568-569.
[8] Minato H, Nojima T, Nakano M, et al. Safety management in pathology laboratory: from specimen handling to confirmation of reports [J]. Rinsho Byori, 2011, 59(3): 299-304.
[9] Jin H, Huang H, Dong W, et al. Preliminary experience of a PDCA-cycle and quality management based training curriculum for rat liver transplantation [J]. J Surg Res, 2012, 176(2): 409-422.
[10] 廖君, 刘敬忠, 杜理平. PDCA 循环理论在持续改进实习教学中的运用 [J].创新, 2008, 2(5): 108-109.
[11] 张颖.菌斑控制 [J].中国实用口腔科杂志,2010, 3(1): 14-17.

[1]	何文瑶, 郑沛. 实习期口腔医学生叙事医学实践的初步探索[J]. 上海口腔医学, 2024, 33(4): 443-448.
[2]	郁松, 张文慧. 口腔医学系统整合课程中推进课程思政教学的实践与思考[J]. 上海口腔医学, 2022, 31(4): 445-448.
[3]	王灿, 谢培进, 吴珺华, 苏俭生. 数字化设计个别托盘在研究生临床实习中的应用评价[J]. 上海口腔医学, 2022, 31(2): 221-224.
[4]	许玮, 孙静, 毕晓萍, 周慧芳, 邢悦, 李瑾. 口腔医学专业开设眼眶解剖和眼眶影像课程的实践及探索[J]. 上海口腔医学, 2020, 29(6): 669-672.
[5]	王丽珍, 张春叶, 胡宇华, 夏荣辉, 孙晶晶, 田臻, 李江. 长学制口腔医学生口腔病理临床实习体系建设[J]. 上海口腔医学, 2019, 28(5): 557-560.
[6]	周曼莉, 蔡宇平, 金嘉尧, 许宏一, 樊忆蝶, 徐培成. 目标教学法在口腔修复工艺实习生带教中的实践与效果评价[J]. 上海口腔医学, 2018, 27(6): 661-663.
[7]	孙海燕, 仇丽鸿, 詹福良, 薛明. 反转课堂联合CBL教学在牙体牙髓病全科规培中的应用探讨[J]. 上海口腔医学, 2018, 27(5): 542-545.
[8]	格根塔娜, 金武龙, 刘双凤. 改良式情景模拟教学模式用于牙体牙髓病学临床前期教学的评价[J]. 上海口腔医学, 2018, 27(1): 110-112.
[9]	朱凌, 曹霞, 陶晓峰. 基于锥形束CT软件的案例教学在口腔颌面影像教学中的实践与评价[J]. 上海口腔医学, 2017, 26(6): 680-683.
[10]	汪璐璐, 蒋旸, 周志斐, 袁帅, 王小竞. OSCE在八年制与五年制儿童口腔医学教学中的应用[J]. 上海口腔医学, 2017, 26(1): 125-128.
[11]	阮敏, 季彤, 张陈平. 3D打印技术在口腔颌面-头颈肿瘤外科教学中的应用[J]. 上海口腔医学, 2016, 25(6): 762-765.
[12]	陈传俊, 孙倓. 微信公众平台在本科生口腔医学教学中的应用探讨[J]. 上海口腔医学, 2016, 25(3): 377-380.
[13]	郑家伟, 曹霞, 林育华, 张建中, 冯希平. DentSim实时交互式虚拟口腔教学系统在口腔临床前实训中的应用[J]. 上海口腔医学, 2014, 23(6): 749-754.
[14]	蔡育, 赵怡芳, 赵吉宏. 无痛麻醉技术在口腔外科临床教学中的应用[J]. 上海口腔医学, 2014, 23(1): 107-109.
[15]	刘生波, 彭彬, 宋亚玲, 许庆安. CBL教学法在牙体牙髓病科临床实习中的应用[J]. 上海口腔医学, 2013, 22(6): 711-714.