牙体修复学课程融合的教学与实践探索

Wan Chunyan; Pan Keqing; Deng Jing; Wang Shuai; Liu Lingshuang; Xu Haiping; Yu Xiaofei; Ma Lei; Fu Jing; Liu Mengdong; Su Wen

doi:10.3760/cma.j.cn116021-20231201-01675

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牙体修复学课程融合的教学与实践探索

Teaching Reform | 更新时间：2025-04-27

- 牙体修复学课程融合的教学与实践探索
- Chinese Journal of Medical Education Research Vol. 24, Issue 4, Pages: 529-534(2025)
- 作者机构：
  
  1.青岛大学附属医院口腔内科，青岛 266003
  2.青岛大学口腔医学院牙体牙髓病学教研室，青岛 266003
  3.青岛大学附属医院口腔修复科，青岛 266003
  4.青岛大学口腔医学院口腔基础教研室，青岛 266003
- 作者简介：
  
  Deng Jing, Email: dengjing3333@qdu.edu.cn
- 基金信息：
  
  Key Project of Shandong Undergraduate Education Reform Research(Z2023325);Quality Curriculum Project of Shandong Graduate Education(SDYJG19050)
- DOI：10.3760/cma.j.cn116021-20231201-01675
  CLC： R78
- Received：01 December 2023，
  
  Published：20 April 2025
- 稿件说明：
移动端阅览
万春燕, 潘克清, 邓婧, 等. 牙体修复学课程融合的教学与实践探索[J]. 中华医学教育探索杂志, 2025, 24(4): 529-534.

Wan Chunyan, Pan Keqing, Deng Jing, et al. [J]. Chinese journal of medical education research, 2025, 24(4): 529-534.
万春燕, 潘克清, 邓婧, 等. 牙体修复学课程融合的教学与实践探索[J]. 中华医学教育探索杂志, 2025, 24(4): 529-534. DOI： 10.3760/cma.j.cn116021-20231201-01675.

Wan Chunyan, Pan Keqing, Deng Jing, et al. [J]. Chinese journal of medical education research, 2025, 24(4): 529-534. DOI： 10.3760/cma.j.cn116021-20231201-01675.

摘要

目的

为了培养学生全面系统地掌握牙体缺损疾病的理论知识及其修复技能，教研组依据青岛大学口腔医学院“三早二多一融合”的本科课程体系改革要求，开设了牙体修复学融合课程。

方法

教研组将2020级和2021级口腔本科生作为教学实践对象，通过重组教学内容、重建教学资源、重构教学模式和重塑评价体系展开课程设计，从考试成绩、满意度问卷和教师自评三方面进行效果评价，使用SPSS 27.0软件分别对数值变量采用独立样本

检验，对分类变量采用Fisher’s确切概率检验或Wilcoxon秩和检验进行统计学分析。

结果

调查结果显示，通过课程学习，92.68%（38/41）的2020级学生和97.44%（38/39）的2021级学生可以基本或完全掌握各类牙体缺损修复方案，并理解保留天然牙体组织和天然牙的重要性；82.93%（34/41）的2020级学生和100.00%（39/39）的2021级学生可以基本或完全掌握各类牙体缺损修复的操作技术要点。

结论

通过教学实践，证实牙体修复学融合课程有助于学生系统全面地掌握牙体缺损的疾病理论及其修复知识和技能，有利于培养临床思维、动手能力，以及以病人为中心、整体、全面解决问题的思维。这与医学教育创新发展的指导意见相吻合。

Abstract

Objective

In order to effectively educate students on tooth defect diseases and restoration techniques

the teaching and research team at the School of Stomatology of Qingdao University developed an integrated course operative dentistry. This course is specifically designed to align with the undergraduate curriculum reform requirements of "Three Early

Two Multiple and One Integration".

Methods

The teaching practice of operative dentistry was conducted with the stomatology undergraduates of grade 2020 and 2021. The course group redesigned the curriculum by reorganizing teaching content

rebuilding teaching resources

reconstructing teaching mode

and reshaping the evaluation system. Evaluation of the curriculum design included test scores

satisfaction questionnaires

and teacher self-evaluation. Statistical analysis was performed using SPSS 27.0 software

including independent sample

-tests for numerical variables and Fisher's exact test or Wilcoxon rank sum test for categorical variables.

Results

Through the integrated course learning

92.68% (38/41) of the students of grade 2020 and 97.44% (38/39) of the students of grade 2021 can basically or completely master various dental defect repair schemes and understand the importance of preserving natural tooth. 82.93% (34/41) of the students of grade 2020 and 100.00% (39/39) of the students of grade 2021 could basically or completely master the key points of various dental defect restorations.

Conclusions

Through the practice of teaching

it has been confirmed that the integrated course of operative dentistry is beneficial to students' mastering the knowledge and skills of dental defect diseases and their restoration in a more comprehensive way

and is conducive to the cultivation of clinical thinking

hands-on ability and the patient-centered

comprehensive problem-solving thinking

which is in line with the guidance on the innovation and development of medical education.

关键词

Keywords

references

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