摘要
目的分析比较LBL-PBL(授课为基础的学习-基于问题的学习)与LBL-PBL-LBL(授课为基础的学习-基于问题的学习-授课为基础的学习)两种教学模式在牙周病教学中对学生学习效果的影响及其差异,验证LBL-PBL-LBL教学模式在牙周教学中的优势。方法以2011年进入我院学习的口腔医学系专业学生60名为研究对象,随机分为2组即试验组和对照组,每组30人,其中一组采用LBL-PBL教学模式;另一组采用LBL-PBL-LBL教学模式。通过出科考试成绩及问卷调查的方式来对2组的效果进行评价,对获得的数据进行比较,并进行统计学分析。结果 2种教学模式的学生在出科考试成绩上无显著性差异,但在问卷调查的评分上,LBL-PBL-LBL组明显高于LBL-PBL组(P<0.05),有统计学意义。结论LBL-PBL-LBL教学模式和LBL-PBL教学模式均使学生具有较强的学习能力和灵活的知识储备,但是LBL-PBL-LBL更能提高学生对学习的积极性,从而有利于学生掌握基本的理论知识,提高学生解决临床问题的能力。
Objective To compare the results of lecture based learning（LBL）-problem based learning（PBL） model and LBL-PBL-LBL model in periodontology teaching.Methods Sixty students majored in oral medicine admitted in our department in 2011 were randomly divided into LBL-PBL group and LBL-PBL-LBL group（30 students in each group）.The test scores and questionair scores of these students were compared statistically analysed.Results There was no significant difference in test scores between LBL-PBL group and LBL-PBL-LBL group（P＆gt;0.05）.Questionair scores in LBL-PBL-LBL group was significantly higher than those in LBL-PBL group（P＆lt;0.05）.Conclusions Both LBL-PBL-LBL model and LBL-PBL model are effective in periodontology teaching.They can both equip students with strong learning ability and flexible knowledge.However,LBL-PBL-LBL model is more suitable and valid in periodontology teaching.It can better arise students′ learning initiative,hence it′s helpful for students to master basic theoretical knowledge,and improve students′ ability in solving clinical problems.
出处
《口腔医学》
CAS
2013年第5期331-333,共3页
Stomatology
基金
中国医科大学附属口腔医学院院级教学研究基金(J101593-11-02)
关键词
LBL教学模式
PBL教学模式
牙周病教学
lecture based learning
problem based learning
periodontology teaching
作者简介
通信作者：孙尚敏Tel：（024）22891701 E—maill：ssm999@163．com
