基于PDCA理论的牙周临床教学模式改进

上海口腔医学 ›› 2016, Vol. 25 ›› Issue (4): 504-502.

基于PDCA理论的牙周临床教学模式改进

王宏岩^{1, 2}, 韩伶娜¹, 朱晓华², 马红梅², 潘亚萍¹

1.中国医科大学口腔医学院牙周病科,辽宁省口腔医学研究所牙周病研究室, 2.临床教学中心,辽宁沈阳 110002

收稿日期:2015-08-20 出版日期:2016-08-25 发布日期:2016-09-06
通讯作者: 潘亚萍, E-mail：yppan@mail.cmu.edu.cn
作者简介:王宏岩 (1981-),女,博士研究生,讲师,E-mail: cmuwhy@163.com
基金资助:
中国医科大学教学基金重点项目(YDJX2013004); 中国医科大学口腔医学院2015年院级教学课题（J101593-15-17)

The improvement of periodontal teaching mode based on PDCA theory

WANG Hong-yan^{1, 2}, HAN Ling-na¹, ZHU Xiao-hua², MA Hong-mei², PAN Ya-ping¹

1.Department of Periodontology, School of Stomatology, China Medical University, Liaoning Institute of Dental Research;
2.Department of Clinical Teaching Center, School of Stomatology, China Medical University. Shenyang 110002, Liaoning Province, China

Received:2015-08-20 Online:2016-08-25 Published:2016-09-06

摘要/Abstract

摘要： 目的评价PDCA带教模式在本科生牙周临床实习中培养学生各方面能力的效果。方法选取2014年7月—2015年7月于中国医科大学口腔临床专业五年级实习学生共48人,根据前4学年综合测评成绩降序排列后,按单双号将其分为2组,单号学生采用基于PDCA循环的带教方式,双号学生采用传统临床教学模式,每周进行1次循环。实习结束后,采用基础理论考试、病例汇报及临床技能考核方式,对学生成绩进行评定。采用SPSS13.0软件包对2组学生的临床能力评定结果进行χ²检验。结果在临床操作技能评估中,PDCA带教组17名学生成绩为“优”,7名为“良”,“及格”学生数为0;在传统带教组,7名学生成绩为“优”,16名为“良”,1名为“及格”。经统计学分析,差异具有显著性(P<0.05)。在理论考试和病例汇报中,PDCA带教组16名学生成绩为“优”,8名为“良”,“及格”学生数为0;传统带教组12名学生成绩为“优”,9名为“良”,3名为“及格”。2组之间的差异无显著性（P>0.05)。结论PDCA带教模式能够更具个性化地培养每位学生,有利于带教老师发现每位学生临床实习中的不足,有助于学生对基本临床操作技能的准确掌握以及沟通能力的培养。

关键词: PDCA理论, 牙周教学, 临床能力

Abstract: PURPOSE: To evaluate the effect of PDCA teaching mode on clinical ability in the process of periodontal clinical internship. METHODS: Forty-eight undergraduate interns coming from School of Stomatology, China Medical University were divided into 2 groups, one group received traditional teaching mode, the other group received a teaching mode based on PDCA cycle. At the end of internship, every student was assessed by theoretical examinations, case reports and clinical skill practice. χ2-test was used to determine the significant difference in clinical ability between the two groups. Statistical analysis was carried out using SPSS 13.0 software package. RESULTS: In clinical skill examination, 17 students in PDCA teaching mode group got "excellent" grade , 8 students got "good" grade, none student got "passed" grade; in traditional teaching mode group, 7 students got "excellent" grade, 16 students got "good" grade, 1 student got "passed" grade. The difference between the two groups was statistically significant (P<0.05). In the theoretical examinations and case reports, 16 students in PDCA teaching mode group got "excellent" grade, 8 students got "good" grade, none student got "passed" grade; in traditional teaching mode group, 12 students got "excellent" grade, 9 students got "good" grade, and 3 students got "passed" grade. The difference between the two groups wasn't statistically significant (P>0.05). CONCLUSIONS: PDCA teaching will train each student in a personalized mode, which is beneficial to finding defects existed in clinical practice and reinforcing the ability of communication and clinical practice.

Key words: PDCA theory, Periodontal teaching, Clinical ability

中图分类号:

G642.4

王宏岩, 韩伶娜, 朱晓华, 马红梅, 潘亚萍. 基于PDCA理论的牙周临床教学模式改进[J]. 上海口腔医学, 2016, 25(4): 504-502.

WANG Hong-yan, HAN Ling-na, ZHU Xiao-hua, MA Hong-mei, PAN Ya-ping. The improvement of periodontal teaching mode based on PDCA theory[J]. Shanghai Journal of Stomatology, 2016, 25(4): 504-502.

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