上海口腔医学

上海口腔医学 ›› 2013, Vol. 22 ›› Issue (4): 462-465.

• 口腔医学教育 • 上一篇    下一篇

PBL教学模式在牙体牙髓病科研究生岗前培训中的应用

邵丽娜，王雪梅，仇丽鸿，詹福良，薛明   

  1. (中国医科大学口腔医学院 牙体牙髓病科，辽宁 沈阳 110002)
  • 收稿日期:2013-02-05 修回日期:2013-04-20 出版日期:2013-08-10 发布日期:2013-08-10
  • 通讯作者: 邵丽娜，Tel:024-22895932，Fax:024-22892645，E-mail:shaolina8238@aliyun.com
  • 作者简介:邵丽娜(1982-)，女，硕士研究生，讲师，主治医师
  • 基金资助:
    中国医科大学口腔医学院教学研究基金(J101593-10-07)

Application of problem-based learning in pre-job training of postgraduate students in department of endodontics

SHAO Li-na, WANG Xue-mei, QIU Li-hong, ZHAN Fu- liang, XUE Ming   

  1. Department of Endodontics, School of Stomatology, China Medical University. Shenyang 110002, Liaoning Province, China
  • Received:2013-02-05 Revised:2013-04-20 Online:2013-08-10 Published:2013-08-10
  • Supported by:
    Supported by Teaching Research Fund of School of Stomatology of China Medical University (J101593-10-07).

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摘要： 目的：将PBL教学模式应用到牙体牙髓病科研究生岗前培训中，以提高教学质量。方法：将中国医科大学口腔医学院牙体牙髓病科2008—2012级共30名硕士研究生随机分为2组，每组15人，分别采用PBL、传统授课模式(lecture-based learning，LBL)授课，通过考试和问卷调查评价教学效果。所有数据采用SPSS11.5软件包进行t检验。结果：PBL组在基础知识、病史采集与病历书写、口腔检查3方面的分数高于LBL组，但两者的差异无显著性(P>0.05)；在病例分析、口腔操作、理论成绩总分、实践成绩总分、总成绩5方面的分数高于LBL组，两者间的差异具有显著性(P<0.05)。参与PBL教学的学生喜欢这种新的教学模式。结论：PBL教学法能够提高学生各方面的能力，获得满意的教学效果，适用于研究生岗前培训。

关键词: PBL, 牙体牙髓病学, 岗前培训

Abstract: PURPOSE: To apply problem-based learning (PBL) in pre-job training of postgraduate students in department of endodontics. METHODS: Thirty master degree postgraduate students of China Medical University were randomly divided into 2 groups, there were 15 students in each group. One group were taught with PBL method while the other group with lecture-based learning (LBL) method. The teaching effect was measured with examination and questionnaire survey. The data were analyzed by student's t-test using SPSS 11.5 software package. RESULTS: There was no significant difference in basic knowledge, medical records writing, oral examination between the two groups (P>0.05). There were significant differences in case analysis, dental operation, theory examination, practical examination and total scores between the two groups (P<0.05). The PBL method was welcomed by master degree postgraduate students. CONCLUSIONS: The abilities of postgraduate students can be developed by PBL method in different aspects. PBL achieves satisfactory teaching effect, and can be applied in pre-job training of postgraduate students.

Key words: PBL, Endodontics, Pre-job training

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