中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (9): 822-825.DOI: 10.3760/cma.j.cn115259-20210204-00167

• 教学方法 • 上一篇    下一篇

费曼学习法在口腔修复学实践教学中的应用

王晓菲1, 陈清1, 孙艳艳1, 仝伟凤2, 牛文芝3   

  1. 1徐州医科大学附属口腔医院修复科 221000;
    2徐州医科大学口腔医学院教学办公室 221000;
    3徐州医科大学附属口腔医院种植中心 221000
  • 收稿日期:2021-02-04 发布日期:2021-08-31
  • 通讯作者: 牛文芝, Email: niuwenzhi@126.com, 电话: 0516-85866052
  • 基金资助:
    徐州医科大学教育改革研究课题(Xjyylzx202005)

The application of the Feynman Technique for practical teaching of prosthodontics

Wang Xiaofei1, Chen Qing1, Sun Yanyan1, Tong Weifeng2, Niu Wenzhi3   

  1. 1Department of Prosthodontics, the Affiliated Stomatological Hospital of Xuzhou Medical University, Xuzhou 221000, China;
    2Teaching Office, School of Stomatology, Xuzhou Medical University, Xuzhou 221000, China;
    3Department of Implant, the Affiliated Stomatological Hospital of Xuzhou Medical University, Xuzhou 221000, China
  • Received:2021-02-04 Published:2021-08-31
  • Contact: Niu Wenzhi, Email: niuwenzhi@126.com, Tel: 0086-516-85866052
  • Supported by:
    Xuzhou Medical University Education Reform Research Project(Xjyylzx202005)

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摘要： 目的 探讨费曼学习法在口腔修复学实践教学中的应用效果。方法 2020年5月,采用随机数法从徐州医科大学2017级五年制口腔医学专业本科生中抽取45名学生作为研究对象,分析比较其牙体预备的评分成绩和问卷调查结果。采用随机数法将45名学生分为A组、B组和C组,每组15名学生。A组学生采用费曼学习法进行学习,他们首先接受口腔医学院教师的牙体预备教学,随后A组学生依次对B组、C组学生进行带教。教学结束后,A组学生再进行一次牙体预备教学,记为A+组。采用数字化评估与问卷调查相结合的方式进行教学效果的评价。A组、B组、C组和A+组学生的牙体预备成绩采用迪凯尔(DHC 220)系统进行数字化评估。问卷调查在教学完成后进行,调查对象为3组学生。学生的牙体预备成绩先进行方差分析,随后采用LSD-t检测法进行组间两两比较。问卷调查结果采用Kruskal-Wallis H测试法,比较不同组学生对5个条目的回答是否相同。结果 各组学生牙体预备的评分:A组学生(74.6±4.7)分,B组学生(73.7±6.4)分,C组学生(74.1±6.4)分,A+组学生(84.4±5.3)分。各组学生评分比较,其差异具有统计学意义(F=6.088,P<0.05),进一步采用LSD法两两比较得知,A+组学生的评分结果优于其他各组学生,A+组与A组、B组和C组的评分结果比较,其差异均具有统计学意义(均P<0.05)。A组、B组、C组学生成绩两两比较,其差异均无统计学意义(均P＞0.05)。问卷调查的5个条目中,有2个条目的回答在不同组间的差异具有统计学意义,分别是条目2“新的学习方法是否对提高相关理论知识水平有帮助”(χ2=15.724,P<0.05)和条目4“新的学习方法是否提高了你非专业方面的能力”(χ2=11.161,P<0.05)。结论 在口腔修复学实践教学中应用费曼学习法能够取得较好的教学效果。

关键词: 费曼学习法, 口腔修复学, 实践教学, 教学效果

Abstract: Objective To evaluate the teaching effects of Feynman Technique for skill training of prosthodontics. Methods In May 2020, 45 students were selected from Xuzhou Medical University's 2017 undergraduates majoring in stomatology as the research objects, their scores of dental preparation and questionnaire results were analyzed and compared. Totally 45 senior students were randomly divided into three groups with 15 in each. Students of group A underwent the Feynman Technique, they were taught by tutors for teeth preparation firstly and then they taught the students in groups B and C. After the teaching work was over, the students in group A prepared teeth again, which was recorded as group A+. The results of the students' tooth preparation were evaluated by the digital system (DHC 220). The system evaluated the preparation results from the four groups as A, B, C, and A+ respectively. The questionnaire was distributed to students in 3 groups of A, B and C after completing the teaching experiment. The results of the questionnaire were tested by Kruskal-Wallis H to compare whether the results of 5 items between different groups were the same. The tooth preparation scores were analyzed by The Variance analysis and then compared between groups by LSD method. Results The scores of dental preparation in groups of A, B, C, and A+ was (74.6±4.7), (73.7±6.4), (74.1±6.4)and(84.4±5.3). Analysis of variance on the scores of tooth preparation showed that the scores of each group were not the same(F=6.088, P＜0.05). A+ group is significantly different from the other groups after the test of LSD (all P＜0.05). There was no significant difference in the results among the three groups A, B, and C (all P＞0.05). The Kruskal-Wallis H test results of the questionnaire showed that there were differences in the results of the two items between the groups which was item 2 “Whether the new learning method is helpful to improve the level of relevant theoretical knowledge”(χ2=15.724, P＜0.05) and item 4 “Does the new learning method improve your non-professional capacity?”(χ2=11.161, P＜0.05). Conclusions Feynman Technique has showed good teaching effects in the skill training of prosthodontics.

Key words: Feynman Technique, Prosthodontics, Practical teaching, Teaching effect

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