上海口腔医学

上海口腔医学 ›› 2020, Vol. 29 ›› Issue (6): 669-672.doi: 10.19439/j.sjos.2020.06.021

• 口腔医学教育 • 上一篇    

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

许玮, 孙静, 毕晓萍, 周慧芳, 邢悦#, 李瑾#   

  1. 上海交通大学医学院附属第九人民医院 眼科,上海 200011
  • 收稿日期:2019-10-28 修回日期:2020-03-06 出版日期:2020-12-25 发布日期:2021-01-08
  • 通讯作者: 李瑾,E-mail: abcd1971206@126.com;邢悦,E-mail: fishashorejessica@163.com。#共同通信作者
  • 作者简介:许玮（1983-）,女,在读硕士研究生,E-mail: xuwei1302@126.com
  • 基金资助:
    国家自然科学基金（81870688）; 上海重中之重临床医学重点学科-眼科学（2017ZZ02006）

Practice and exploration of orbital anatomy and orbital imaging courses in dental students

XU Wei, SUN Jing, BI Xiao-ping, ZHOU Hui-fang, XING Yue, LI Jin   

  1. Department of Ophthalmology, Shanghai Ninth People’s Hospital, Shanghai Jiao Tong University School of Medicine. Shanghai 200011, China
  • Received:2019-10-28 Revised:2020-03-06 Online:2020-12-25 Published:2021-01-08

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摘要： 目的： 探讨眼眶解剖与影像学结合在口腔医学专业学生眼眶解剖课程中的教学效果。方法： 对87名口腔医学专业学生设计并开展“眼眶解剖及眼眶影像”课程,将教学大纲范围内的眼眶解剖一节与影像学相结合,引入临床实例进行大课教学。课程开展期间,以同期93名临床医学专业学生为对照（单纯眼眶解剖教学）。总课程结束后进行试卷考核,对2组学生掌握眼眶解剖的专业知识程度进行比较。自编问卷调查表,对在读口腔医学专业学生和毕业1年以上口腔临床医师进行问卷调查,评价口腔医学专业开设“眼眶解剖及眼眶影像”课程的教学效果。采用SPSS 22.0软件包对数据进行独立样本t检验。结果： 既往口腔医学专业学生的平均分为7.5分,临床医学专业学生的平均分为8.67,2组存在显著差异（P=0.004）。开设眼眶解剖及眼眶影像课程的口腔医学专业学生的平均得分为9.67分,临床医学专业学生的平均得分为9分,2组比较无显著差异（P=0.184）。问卷调查结果显示,口腔医学专业学生课后复习时间为20 min,临床医学专业学生课后复习时间为30 min。74.7%的口腔医学专业学生和80%的口腔医师在此之前未系统学习过眼眶解剖及影像课程;87.4%的口腔医学专业学生和100%的口腔医师认为开展眼眶影像学课程有助于掌握眼眶的解剖特点;89.7%的口腔专业学生和100%的口腔医师认为开设眼眶影像课程对口腔医师的临床工作有帮助。结论： 眼眶解剖及眼眶影像课程针对口腔医学专业设计,是对原有大纲的补充和完善。在口腔医学专业开设眼眶影像课程,成功激发了学生的学习兴趣,培养了学生的整体思维和综合思维能力,有助于学生掌握眼眶解剖学的知识点,缩小与临床医学专业学生的教学差距。

关键词: 口腔医学教学, 眼眶解剖课程, 眼眶影像课程

Abstract: PURPOSE: To improve the teaching effect of orbital anatomy course for students majoring in stomatology. METHODS: Based on a retrospective analysis of average score of orbital anatomy course for previous dental and medical students, and the problems existing in teaching effect, orbital anatomy and orbital imaging course were designed and carried out in dental students. The course combined imaging with orbital anatomy, and included clinical examples. Medical students were set as control. Examination was carried out after the end of the whole course, and the professional knowledge of orbital anatomy of two groups was compared. A self-designed questionnaire was designed to evaluate the teaching effect of orbital anatomy and orbital imaging courses for dental students and residents over 1 year after graduation. SPSS 22 software package was used for Statistical analysis. RESULTS: The previous average score of dental students was 7.50, and the average score of medical students was 8.67. There was significant difference between the two groups (P=0.004). The average score of dental students after offering the course of orbital anatomy and orbital imaging was 9.67, and the average score of medical students was 9.00. No significant difference was noticed between the two groups(P=0.184). Questionnaire survey showed that the after-class review time of dental students was 20 min, and that of medical students was 30 min. 74.7% of the dental students and 80% of the dental residents did not study orbital anatomy and imaging courses before. 87.4% of the dental students and 100% of dental residents considered that the orbital imaging course was helpful to master the anatomical characteristics of the orbit. 89.7% of the dental students and 100% of dental residents believed that orbital imaging course was helpful to their clinical work. CONCLUSIONS: Orbital anatomy and orbital imaging course were designed for dental students as supplementary teaching programme. It successfully inspired students' interest in learning, cultivated the students' overall and comprehensive thinking, narrowed students to master the knowledge of orbital anatomy, closed the gap of teaching effect between dental and clinical medicine, and laid the foundation to develop dental professional work in the future.

Key words: Dental teaching, Orbital anatomy course, Orbital imaging course

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