改良的“K-W-L”教学方法在口腔急诊牙外伤教学中的应用

doi:10.3760/cma.j.issn.1673-677X.2018.01.016

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (1): 70-73.DOI: 10.3760/cma.j.issn.1673-677X.2018.01.016

改良的“K-W-L”教学方法在口腔急诊牙外伤教学中的应用

白洁, 陈红涛, 孙伟, 姬爱平, 邵丽, 王津

100081 北京大学口腔医学院北京大学口腔医院急诊科

收稿日期:2017-06-01 发布日期:2020-12-08
通讯作者: 王津,Email：kqwangjin@sina.com
基金资助:
2015年度北京大学口腔医学院教学改革资助重点项目(2015-ZD-09)

Application of the improved K-W-L teaching method in dental trauma teaching of the oral emergency department

Bai Jie, Chen Hongtao, Sun Wei, Ji Aiping, Shao Li, Wang Jin

Department of Oral Emergency, Peking University Hospital of Stomatology & Peking University School of Stomatology, Beijing 100081, China

Received:2017-06-01 Published:2020-12-08
Supported by:
Major Project of Education Reformation in Peking University School and Hospital of Stomatology (2015-ZD-09)

摘要/Abstract

摘要： 目的了解改良的“K-W-L”教学方法在口腔急诊牙外伤教学中应用的可行性和效果。方法选择2015年和2016年在北京大学口腔医院急诊科参加住院医师规范化培养一阶段的118名医师为研究对象。将这些医师随机分为两组,实验组采用“K-W-L”教学方法,对照组采用传统的、单向式的教学方法。教学结束后,对两组医师进行理论考试和临床操作考试,以比较教学效果。同时实验组医师和教师对该教学方法做出评价。结果实验组医师的理论考试平均成绩为(88.6±3.2)分,对照组医师的理论考试平均成绩为(84.3±4.4)分,两组比较差异具有统计学意义(P<0.001)。临床操作考试中,实验组医师和对照组医师各项目的合格率均达到100.0%。实验组医师各项目的优秀率均高于对照组,在“治疗计划”和“人文关怀与解释宣教”方面两组比较差异具有统计学意义(均P<0.05)。所有参与实验组教学者对该教学方法表示满意或非常满意。结论改良的“K-W-L”教学方法既可巩固、梳理以往所学的牙外伤知识,使教学重点突出、有针对性,还可提高医师学习的兴趣和主动性,值得在口腔急诊牙外伤教学中推广。

关键词: 口腔急诊, 牙外伤, 教学方法, 应用

Abstract: Objective To assess the feasibility and effects of the improved K-W-L teaching method for dental trauma teaching in the oral emergency department. Methods 118 residents,participating in the dental trauma training of the Oral Emergency Department of Peking University School and Hospital of Stomatology in 2015 and 2016,were randomly assigned to two groups. The experimental group used the improved K-W-L teaching method,the control group used the traditional teaching method. The effect of teaching method was evaluated by the scores of written examination and clinical examination. Every participant assessed the improved K-W-L teaching method at the end of the training. Results In written examination,the average score of the experimental group was (88.6±3.2),while the average score of the control group was(84.3±4.4),and the difference was significant (P<0.001). At the end of training,all residents met the clinical training requirement. In clinical examination,the excellent rate of each item in the experimental group was higher than that in the control group,there were significant differences between the two groups in terms of “organization and efficiency “ and “counseling”(P<0.05). All participants were satisfied with the teaching method. Conclusions The improved K-W-L teaching method is worth popularizing in the dental trauma teaching of the oral emergency department,as it can consolidate the previous knowledge,give prominence to the key points of dental trauma,and also improve the interest and initiative of the physician.

Key words: Oral emergency, Dental trauma, Teaching method, Application

白洁, 陈红涛, 孙伟, 姬爱平, 邵丽, 王津. 改良的“K-W-L”教学方法在口腔急诊牙外伤教学中的应用[J]. 中华医学教育杂志, 2018, 38(1): 70-73.

Bai Jie, Chen Hongtao, Sun Wei, Ji Aiping, Shao Li, Wang Jin. Application of the improved K-W-L teaching method in dental trauma teaching of the oral emergency department[J]. Chinese Journal of Medical Education, 2018, 38(1): 70-73.

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改良的“K-W-L”教学方法在口腔急诊牙外伤教学中的应用

Application of the improved K-W-L teaching method in dental trauma teaching of the oral emergency department

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