Application of "four-step" process evaluation in the experimental teaching of endodontics

Wang Yao; Zheng Hengyuan; Chen Xianxiong; Liu Fang; Zhao Shuping

doi:10.3760/cma.j.cn116021-20230320-01591

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Application of "four-step" process evaluation in the experimental teaching of endodontics

Teaching Reform | 更新时间：2025-02-21

- Application of "four-step" process evaluation in the experimental teaching of endodontics
- Chinese Journal of Medical Education Research Vol. 24, Issue 2, Pages: 229-234(2025)
- 作者机构：
  
  深圳大学医学部口腔医学院口腔医学教学实验中心，深圳　518000
- 作者简介：
  
  Zhao Shuping, Email: zhao110@szu.edu.cn
- 基金信息：
  
  Teaching Reform Research Project of Shenzhen University(JG2022010)
- DOI：10.3760/cma.j.cn116021-20230320-01591
  CLC： R78;G642
- Received：20 March 2023，
  
  Published：20 February 2025
- 稿件说明：
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王瑶, 郑亨元, 陈献雄, 等. 以“四步法”为基础的过程性考核在牙体牙髓实验教学中的应用[J]. 中华医学教育探索杂志, 2025, 24(2): 229-234.

Wang Yao, Zheng Hengyuan, Chen Xianxiong, et al. Application of "four-step" process evaluation in the experimental teaching of endodontics[J]. Chinese journal of medical education research, 2025, 24(2): 229-234.
王瑶, 郑亨元, 陈献雄, 等. 以“四步法”为基础的过程性考核在牙体牙髓实验教学中的应用[J]. 中华医学教育探索杂志, 2025, 24(2): 229-234. DOI： 10.3760/cma.j.cn116021-20230320-01591.

Wang Yao, Zheng Hengyuan, Chen Xianxiong, et al. Application of "four-step" process evaluation in the experimental teaching of endodontics[J]. Chinese journal of medical education research, 2025, 24(2): 229-234. DOI： 10.3760/cma.j.cn116021-20230320-01591.

摘要

目的

为解决传统考核方式无法全面评价学生的理解运用问题，以牙体牙髓病学课程为突破口，对课程体系、过程性考核的实施方案、特点、可行性进行深入阐述，探讨“四步法”为基础的过程性考核在牙体牙髓本科实验教学中的应用效果。

方法

以深圳大学医学部口腔医学院2018级和2019级五年制口腔医学专业64名学生为研究对象，按照新旧课程设计对其授课并进行考核。结课后对2018级和2019级口腔专业学生的课程考核成绩进行对比，并采用调查问卷调查教学效果。采用SPSS 23.0统计学软件进行独立样本

检验。

结果

84.38%（27/32）的学生认为“四步法”教学方式对牙体牙髓课程学习有帮助，对实验课成绩有显著提升作用。90.62%（29/32）的学生反馈可以激发他们主动学习的兴趣。2019级和2018级学生的理论成绩分别为（78.07±5.70）分和（76.52±6.49）分，没有显著性差异，实验成绩分别为（87.29±4.13）分和（84.07±1.77）分，差异有统计学意义（

0.01）。

结论

以“四步法”为基础的过程性考核的教学设计有效提升了口腔医学专业本科生实验操作机会及实践教学质量，激发了学生自主学习的兴趣，同时为其他口腔临床专业实验课程改革积累经验。

Abstract

Objective

In order to solve the problem that traditional theoretical examination has become more and more difficult to comprehensively and accurately evaluate the students' understanding

taking the endodontics course as the breakthrough

this study investigates the application of process evaluation method based on the "four-step" teaching method in the endodontics experimental courses. Meanwhile

the characteristics and feasibility and significance of the study are expounded.

Methods

A total of 64 students were selected from two grades majoring in Stomatology in Medical School of Shenzhen University

and they were taught and assessed according to the new or old course designs. At the end of the course

comparisons of course assessment scores between the two grades were finished and the questionnaire survey was conducted to evaluate the teaching effect. SPSS 23.0 was used to perform the independent-samples

-test.

Results

The analysis showed that 84.38%(27/32) of the students thought that the "four-step" teaching method helped with the learning of endodontics and significantly improved the scores of the experimental course; 90.62%(29/32) of the students though

t it was helpful to stimulate self-learning skills. Compared with the students in the Class of 2018

the students in the Class of 2019 had significantly higher experimental examination scores [(87.29±4.13) vs. (84.07±1.77)

0.01

]

while the scores of theoretical examination showed no significant difference between the two grades [(78.07±5.70) vs. (76.52±6.49)

]

Conclusions

This teaching reform has provided the opportunities for practical operations

improved the quality of practical teaching and also stimulated the interest in independent learning of students. Moreover

it can accumulate experience for the reform of other dental experimental courses.

关键词

Keywords

references

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