摘要
目的探讨CBL教学模式在口腔正畸学教学中的教学效果。方法以60名口腔专业学生为研究对象,随机分为A班和B班,A班采用CBL教学模式,B班采用传统教学模式。课程结束后采用问卷调查、各项成绩考核等方法评估教学效果。结果两班在理论与实践结合、自主学习、人际交往关系提高满意度方面差异有统计学意义(P<0.05);两班在理论、案例分析成绩方面差异有统计学意义(P<0.001);学生案例分析题的成绩和其自主学习时间之间呈正相关(rs=0.788,P<0.001)。结论 CBL教学法提高了学生的综合素质,有助于督促教师创造性教学设计,满足社会对医学人才的需要。
Objective To study the effectiveness of CBL teaching mode in orthodontics teaching. Methods Totally 60 undergraduates of stomatology were randomly divided into 2 groups. Group A received CBL teaching method while B Group the traditional teaching method. The questionnaire surveys and test scores of the two groups were used to evaluate teaching effectiveness at the end of course. Results Students in Group A and Group B differed significantly in satisfaction about improved combination between theory and practice, autonomous learning, and interpersonal relationship （ P 〈 0. 05）. The two groups of students also differed significantly in test scores of theory and case analysis （P 〈 0. 001）. Their case analysis scores were positively correlated with the duration of autonomous learning （rs = 0.788, P 〈0.001）. Conclusion CBL has enhanced students＂ comprehensive quality, encouraged teachers^creative teaching design, and met social needs for medical talents.
出处
《中国医学教育技术》
2017年第2期226-229,共4页
China Medical Education Technology
关键词
口腔正畸学
CBL教学
综合素质
orthodontics
case-based learning （CBL）
comprehensive quality
