摘要
目的评价基于根管⁃修复序列治疗的口腔临床前实践学科整合模式教学的效果,为口腔医学专业教学模式探索提供参考。方法本回顾性研究已通过单位伦理委员会审查批准。研究分为2组,学科整合教学(discipline integration teaching,DIT)组为2018级和2019级共450名学生,将根管治疗及固定修复2门课程的临床前实践教学整合为根管⁃修复序列治疗一门课程;传统教学(traditional teaching,TT)组为2016级和2017级共443名学生,根管治疗及固定修复两门课程临床前实践教学分别开展,2组学生均由相同的2名老师授课。比较2组临床技能考核、案例分析考核得分。此外,采用李克特五级量表对2组学生进行教学方法的问卷调查,对2名老师和DIT组学生进行了DIT方法满意度的调查。结果DIT组临床技能考核得分为(90.2±4.16)分,高于TT组(86.3±3.57)分(P=0.001);在案例分析考核中,DIT组91.8%(413/450)的学生正确制订了治疗方案,高于TT组的74.7%(331/443)(P=0.001)。问卷调查结果表明,DIT组学生对该组教学方法培养临床思维、提升适应证辨析能力、提升操作技能、激发学习兴趣、促进自主学习方面的认可度高于TT组(P<0.05);所有授课教师(2/2)和98.4%(443/450)学生对DIT方法表示满意。结论DIT方法在根管⁃修复序列治疗临床前实践课程中被证明是有效的,显著提高了学生的学习质量及能力,并且更易为师生所接受。DIT组方法比TT方法更加有效地提升学生的临床思维和操作能力。
Objective Evaluate the effect of an integrated teaching model of oral preclinical practice based on endodonticrestorative sequential treatment to provide a reference for the exploration of the teaching mode of the stomatology specialty.Methods This retrospective study was reviewed and approved by the Ethics Committee.The study was divided into 2 groups.There were 4502018grade and 2019grade students in the discipline integration teaching method(DIT)group,and a preclinical practice course(root canal therapy and fixed prosthetic treatments were integrated into an endodonticrestorative sequential treatment)using the DIT method was applied.There were 4432016grade and 2017grade students in the traditional teaching method(TT)group,and a TT preclinical practice course(root canal therapy and fixed prosthetic treatments training courses were taught separately)was applied.Both groups were taught by the same two teachers.The scores of clinical skills examination and treatment planning were compared between the two groups.In addition,students in the two groups were asked to complete the questionnaires about the teaching methods,and students in Group DIT and their teachers were asked to complete the questionnaires on their degree of satisfaction with the DIT method in the preclinical course.Results Students in the DIT group had an average score of 90.2±4.16 in the practical skill evaluation,which was higher than that of the TT group(86.3±3.57)(P=0.001).In the case analysis,91.8%(413/450)of the students in the DIT group successfully planned the treatment,compared to a significantly lower rate in the TT group of 74.7%(331/443)(P=0.001).The questionnaire results showed that recognition degrees of cultivated clinical thinking,improved indication analysis ability,improved operational skills,stimulated enthusiasm for learning,and improved autonomous learning were higher in the DIT group than in the TT group,and both teachers(2/2)and 98.4%(443/450)of students recognized the DIT method.Conclusions The DIT method significantly improved students’learning quality and ability,proved effective in the endodonticrestorative sequential treatment practice course and was more acceptable to teachers and students.The DIT method is more effective than the TT method in improving students’clinical thinking and operation ability.
作者
陈罗娜
王剑
张鑫
CHEN Luona;WANG Jian;ZHANG Xin(Department of Prosthodontics,West China Hospital of Stomatology Sichuan University&National Clinical Research Center for Oral Diseases&State Key Laboratory of Oral Diseases,Chengdu 610041,China)
出处
《口腔疾病防治》
2023年第12期883-888,共6页
Journal of Prevention and Treatment for Stomatological Diseases
基金
四川省科技计划项目(2022JDR0148),四川大学新世纪高等教育教学改革工程项目(SCU10378)。
关键词
学科整合
口腔疾病
牙髓病学
口腔修复学
序列治疗
临床前
实践教学
应用
口腔医学教育
discipline integration
oral disease
endodontics
prosthodontics
sequential treatment
preclinical
practical teaching
application
education in stomatology
作者简介
陈罗娜,医师,硕士,Email:rona@stu.scu.edu.cn;通讯作者:张鑫,主治医师,博士,Email:zhangxinpx@163.com,Tel:86⁃28⁃85501450。
