Application of microlecture combined with PBL in undergraduate teaching of orthodontics

Zhu Yongcui; Zhai Lei; Wang Bingzeng

doi:10.3760/cma.j.cn116021-20200611-01171

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Application of microlecture combined with PBL in undergraduate teaching of orthodontics

Teaching Reform | 更新时间：2023-04-14

- Application of microlecture combined with PBL in undergraduate teaching of orthodontics
- Chinese Journal of Medical Education Research Vol. 22, Issue 2, Pages: 195-197(2023)
- 作者机构：
  
  1.河南大学第一附属医院口腔科，开封　475001
  2.河南大学口腔医学院，开封　475001
- 作者简介：
  
  Zhu Yongcui, Email: zhuyongcuimm@163.com
- 基金信息：
  
  Medical Education Reform Project of Henan Province(Wjlx2018131)
- DOI：10.3760/cma.j.cn116021-20200611-01171
  CLC： R78
- Published：20 February 2023，
  
  Received：11 June 2020，
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朱永翠, 翟蕾, 王丙增. 微课结合PBL教学在口腔正畸学本科教学中的应用研究[J]. 中华医学教育探索杂志, 2023, 22(2): 195-197.

Zhu Yongcui, Zhai Lei, Wang Bingzeng. Application of microlecture combined with PBL in undergraduate teaching of orthodontics. [J]. Chinese Journal of Medical Education Research 22(2):195-197(2023)
朱永翠, 翟蕾, 王丙增. 微课结合PBL教学在口腔正畸学本科教学中的应用研究[J]. 中华医学教育探索杂志, 2023, 22(2): 195-197. DOI： 10.3760/cma.j.cn116021-20200611-01171.

Zhu Yongcui, Zhai Lei, Wang Bingzeng. Application of microlecture combined with PBL in undergraduate teaching of orthodontics. [J]. Chinese Journal of Medical Education Research 22(2):195-197(2023) DOI： 10.3760/cma.j.cn116021-20200611-01171.

摘要

目的

评价微课结合以问题为基础的学习（problem-based learning，PBL）在口腔正畸教学中的应用效果。

方法

将河南大学口腔医学院2014至2016级140名本科生作为研究对象，分为观察组和对照组，各70人。对照组实施传统教学方法，观察组实施微课结合PBL教学。比较两组理论知识、临床思维分析能力及操作技能。采用SPSS 18.0进行

检验和卡方检验。

结果

与对照组相比，观察组基础知识（83.67±5.73）分、病例分析（82.64±5.54）分、讨论与问答（81.57±5.06）分均高于对照组（72.36±5.41）分、（70.41±5.36）分、（69.37±4.48）分，差异有统计学意义（

0.05）。观察组临床思维分析能力总优秀率为94.29%（66/70）、操作技能总优秀率为92.86%（65/70），均高于对照组75.71%（53/70）、74.29%（52/70），差异有统计学意义（

0.05）。

结论

微课结合PBL教学在口腔正畸教学中的应用效果较好，可提高学生理论知识掌握度、思维分析能力及操作技能，使其将理论知识更好地应用于实际操作中，提升其综合素质。

Abstract

Objective

To evaluate the application effect of microlecture combined with PBL on the teaching of orthodontics.

Methods

One hundred and forty undergraduates from Batch 2014 to Batch 2016 of School of Stomatology

Henan University were randomly divided into two groups

with 70 undergraduates in each group. Traditional teaching method was adopted in the control group

while microlecture combined with PBL was used in the observation group. The theoretical knowledge

clinical thinking and analysis ability

and operational skills were compared between the two groups. SPSS 18.0 was used to conduct

test and

test.

Results

The scores of basic knowledge [(83.67±5.73) points]

case analysis [(82.64±5.54) points]

and discussion and questions and answers [(81.57 ± 5.06) points] in the observation group were higher than those in the control group [(72.36±5.41) points

(70.41 ± 5.36) points

and (69.37±4.48) points

respectively]

with statistically significant differences (

0.05). The total excellent rate of clinical thinking and analysis ability and operational skills in the observation group were 94.29%(66/70) and 92.86%(65/70) respectively

which were higher than those in the control group [75.71%(53/70) and 74.29%(52/70)]

with statistically significant differences (

0.05).

Conclusion

The application of microlecture combined with PBL has good effect on the teaching of orthodontics

which can improve the mastery of theoretical knowledge

clinical thinking and analysis ability and operational skills of students

and make them better apply theoretical knowledge in practical operation

thus improving comprehensive quality.

关键词

口腔正畸教学微课以问题为基础的学习

Keywords

OrthodonticsTeachingMicrolectureProblem⁃based learning

references

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