目的:课程整合是加强医学教育和促进学生之间跨学科联系的重要途径。本研究旨在通过将口腔医学病理学和放射学课程与教学媒体相结合,为口腔医学本科教育开发一种新的形态学整合教学模式。
方法:总共,63名本科生被纳入本研究,分为三组:传统组(T组;对照组)和两个实验组:KoPaWiFiEDU(K组),和KoPaWiFiEDU锥形束计算机断层扫描(CBCT)(K-C组)。所有参与者都参加了2小时的关于根尖囊肿的讲座,并完成了第一次理论测试。随后,他们使用不同的教学方法接受了4小时的关于根尖周囊肿病理学和放射学的实验培训。在培训之后,参与者完成了第二次理论测试,并接受了第一次图像阅读技能评估.三个月后,参与者完成了第三次理论测试,并接受了第二次图像阅读技能评估.通过分析理论测试和实验技能评估分数的差异来评估教学方法的有效性。
结果:三组之间的首次理论结果没有显着差异(p>0.05)。然而,第二个理论分数,第一个客观评价分数,在综合教学模式(使用KoPaWiFiEDU和CBCT的3D教学模式:分别为89.29±4.55、81.00±8.15和61.57±5.52;使用KoPaWiFiEDU系统的2D教学模式:80.43±3.41、73.00±8.01和55.67±5.66)中,第一主观评价得分明显高于传统教学模式(分别为72.57±4.84,0.05)。此外,综合模式的长期教学效果优于传统模式(p<0.05)。
结论:以形态学为基础的病理学与放射学相结合的一体化教学模式激发了学生的学习热情,并提高了牙科实验教育的学习效果。
OBJECTIVE: The integration of curriculum is an important approach for enhancing medical education and facilitating interdisciplinary connections among students. This study aimed to develop a new morphological integrated teaching mode for undergraduate stomatology education by combining stomatological pathology and radiology courses with instructional media.
METHODS: In total, 63 undergraduates were included in this study and divided into three groups: traditional (Group T; the control group) and two experimental groups: KoPa WiFi EDU (Group K), and KoPa WiFi EDU-cone beam computed tomography (CBCT) (Group K-C). All participants attended a 2-h lecture on periapical cysts and completed the first theoretical test. Subsequently, they underwent a 4-h experimental training session on the pathology and radiology of periapical cysts using different teaching methods. Following the training, participants completed the second theoretical test and underwent the first image-reading skill evaluation. After a 3-month period, participants completed the third theoretical test and underwent the second image-reading skill evaluation. The effectiveness of the teaching methods was assessed by analyzing the differences in theoretical test and experimental skill evaluation scores.
RESULTS: There were no significant differences in the first theoretical outcomes among three groups (p > 0.05). However, the second theoretical scores, the first objective evaluation scores, and the first subjective evaluation scores were significantly higher in the integrated teaching mode (3D teaching mode with the KoPa WiFi EDU and CBCT: 89.29 ± 4.55, 81.00 ± 8.15, and 61.57 ± 5.52, respectively; 2D teaching mode with the KoPa WiFi EDU system: 80.43 ± 3.41, 73.00 ± 8.01, and 55.67 ± 5.66, respectively) than in the traditional teaching mode (72.57 ± 3.84, 69.38 ± 4.91, and 48.67 ± 5.54, respectively) (p < 0.05). Moreover, the long-term teaching effect of the integrated mode was better than that of the traditional mode (p < 0.05).
CONCLUSIONS: The morphology-based integrated teaching mode combining pathology and radiology aroused student enthusiasm for learning, and resulted in enhanced learning outcomes in dental experimental education.