目的:根据对牙科学生的调查,评估学生对整合生物医学和临床科学的看法,同时进行基于教学系统的课程和基于案例的课程的教学。
方法:对一年级至四年级(DS1-DS4)学生的并行教学经验进行了调查。学生对调查的反应率为55%(229/420)。Pearson卡方检验和Kruskal-Wallis秩和检验用于评估统计学意义(p<0.05)。
结果:在接受调查的学生中,83%的人强烈同意或同意,同时讲授和基于案例的课程有助于他们更好地了解生物医学科学背景和临床后果(p<0.001)。平均而言,75%的人强烈同意或同意并行教学让他们参与,有动机,批判性地思考,应用课程内容,为临床实践做好准备(p<0.001)。在接受调查的学生中,69%的人支持将并行教学扩展到所有四年(p<0.001)。DS1和DS4学生对与生物医学科学理解有关的问题的平均回答不同,批判性思维及其对临床的应用(p<0.01)。定性数据表明,学生喜欢概念的强化和临床情景的应用。
结论:教学和案例学习课程的并行教学,因此在牙科课程的第一年显示生物医学科学的临床相关性,被学生认为是教育牙科学生的有效方法。这种具有横向和纵向整合以及并行课程的综合学习过程与综合国家委员会牙科考试的实施更加相关。
OBJECTIVE: To evaluate student perception of integrating biomedical and clinical sciences based on survey of dental students on the concurrent teaching of a didactic systems-based course and a
case-based course.
METHODS: First-year to fourth-year students (DS1-DS4) students were surveyed for their experiences in concurrent teaching. Student response rate for the survey was 55% (229/420). Pearson\'s Chi-squared tests and Kruskal-Wallis rank sum tests were used to assess statistical significance (p < 0.05).
RESULTS: Of the students surveyed, 83% strongly agreed or agreed that concurrent teaching of the didactic and
case-based courses helped them better understand the biomedical science background and the clinical ramifications (p < 0.001). On average, 75% percent strongly agreed or agreed that concurrent teaching kept them engaged, motivated, think critically, apply the course content and prepare for clinical practice (p < 0.001). Of the students surveyed, 69% support expanding concurrent teaching to all four years (p < 0.001). Mean responses from DS1 and DS4 students differed for questions relating to understanding of biomedical sciences, critical thinking and application to clinic (p < 0.01). Qualitative data showed that students enjoyed the reinforcement of concepts and application to clinical scenarios.
CONCLUSIONS: Concurrent teaching of didactic and
case-based learning courses, thus showing clinical relevance of biomedical sciences in the first year of dental curriculum, is perceived by students as an effective method of educating dental students. Such integrative learning process with horizontal and vertical integration and concurrent curriculum is even more relevant with the implementation of the integrated national board dental examination.