背景:全口义齿,作为一种重要的修复方法,对于初学者来说很难学习,尤其是将理论与临床实践联系起来。
目的:本研究旨在比较案例教学法结合雨课堂教学与传统授课方法在本科实习生全口义齿修复临床课程中的教学效果。
方法:在名为“全口义齿佩戴后的问题和治疗策略”的课程中,实习生分为两组:一组是使用PowerPoint幻灯片进行传统的基于讲座的教学(对照组,n=28);另一种是基于案例的学习结合雨课堂教学,在上课前发布信息,在课堂上讨论具体的临床病例,并通过微信获得实习生的实时反馈(测试组,n=22)。课后两组均接受相同的考试和问卷调查。实习生在课堂上的问答参与,采用理论考试成绩和问卷调查的方式对教学效果进行评价。本研究采用独立样本t检验和卡方检验或Fisher精确检验进行统计分析。
结果:测试组实习生的Q&A参与程度明显优于对照组。试验组课后理论测验平均得分(72.14±12.24)显著高于对照组(61.29±20.12)(P<0.05)。在测试组中,94.54%(21/22)的实习生倾向于新的教学模式。
结论:案例学习结合雨课堂教学有助于活跃课堂气氛,激发学习热情,在全口义齿修复相关理论和临床实践中取得了良好的学习效果。
BACKGROUND: Complete denture, as an important restoration method for edentulism, is difficult to study for beginners, especially in linking the theory with clinical practice.
OBJECTIVE: This study was aimed to compare the teaching effects between
case-based learning combined with Rain Classroom teaching and traditional lecture method in the clinical course of complete denture prosthesis for undergraduate interns.
METHODS: In a course called \"Problems and treatment strategies of complete denture after wearing\", interns were divided into two groups: one for traditional lecture-based teaching with PowerPoint slideshow (the control group, n = 28); and the other for
case-based learning combined with Rain Classroom teaching, which published information before class, discussed specific clinic cases in class and got real-time interns\' feedback via WeChat (the test group, n = 22). Both groups received the same exam and questionnaire survey after class. The Q&A participation of
interns in class, theoretical test scores and questionnaire survey responses were used to evaluate the teaching effects. An independent sample t-test and the chi-square test or Fisher\'s exact test were used for statistical analysis in this study.
RESULTS: The Q&A participation of interns in the test group was much better than that of the control group. The average score on the theoretical test after class in the test group (72.14 ± 12.24) was significantly higher than that in the control group (61.29 ± 20.12) (P < 0.05). In the test group, 94.54% (21/22) of the
interns preferred the new teaching mode.
CONCLUSIONS: Case-based learning combined with Rain Classroom teaching is helpful to enliven the classroom atmosphere, inspire studying enthusiasm, and achieve a good learning effect in both theory and clinical practice related to complete denture prosthesis.