PBL教学法在口腔临床带教中的运用分析.pdf

DOI：10.16659/j.cnki.1672-5654.2021.11.139PBL教学法在口腔临床带教屮的运用分析杨婷长沙市口腔医院急诊综合科，湖南长沙410006［摘要］目的分析在口腔临床带教中运用PBL教学法的效果。方法选择2018年10月一2020年10月于该院口腔科实习的58名学生为研究对象，根据实习时间分组,29名学生纳入参比组、29名学生纳入分析组，参比组学生开展传统讲授式教学，分析组学生实施PBL教学法。对比分析两组学习积极性、考核成绩、教学认可度。结果分析组学生学习积极性高于参比组，差异有统计学意义(P<0.05)；分析组学生病例分析能力、应变能力、问题分析能力、语言沟通能力均高于参比组，差异有统计学意义(P<0.05)；分析组认为教学模式能够激发学习积极性、能够提高学习效率、能够培养信息获取能力、能够培养独立思维的学生人数均高于参比组，差异有统计学意义(P<0.05)o结论在口腔临床带教中运用PBL教学法能够有效提升学生实习积极性,有效提高学生病例分析能力、应变能力、问题分析能力、语言沟通能力，提高学生对教学模式的认可度。［关键词］口腔临床带教；PBL教学法;讲授式教学；学习积极性［中图分类号］R4；G642［文献标识码］A［文章编号］1672-5654(2021)04(b)-0139-03ApplicationAnalysisofPBLTeachingMethodinOralClinicalTeachingYANGTingDepartmentofEmergencyMedicine,ChangshaStomatologicalHospital,Changsha,HunanProvince,410006China[Abstract]ObjectiveToanalyzetheeffectofPBLteachingmethodinoralclinicalteaching.MethodsSelected58studentwhopracticedinthedentaldepartmentofthehospitalfromOctober2018toOctober2020asresearchsubjects.Theyweredividedintogroupsaccordingtotheinternshiptime.29studentswereincludedinthereferencegroupand29studentswereincludedintheanalysisgroup.Groupstudentscarryouttraditionallecture-styleteaching,andanalyzegroupstudents'implementationofPBLteachingmethod.Comparativeanalysisofthetwogroupsoflearningenthusiasm,assessmentresults,teachingrecognition.ResultsThestudyenthusiasmofthestudentsintheanalysisgroupwashigherthanthatinthereferencegroup,thedifferencewasstatisticallysignificant(P<0.05);thestudentsintheanalysisgroupwerebetterthanthereferencegroupincaseanalysisability,responseability,problemanalysisability,andlanguagecommunicationability,thedifferencewasstatisticallysignificant(P<0.05);theanalysisgroupconsideredteachingmodelcanstimulatelearningenthusiasm,improvelearningefficiency,cultivateinformationacquisitionability,andcultivateindependentthinkingwashigherthanthatofthereferencegroup,thedifferencewasstatisticallysignificant(P<0.05).ConclusionTheuseofPBLteachingmethodinoralclinicalteachingcaneffectivelyimprovestudents'enthusiasmforpractice,effectivelyimprovestudents'