中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (6): 842-846.DOI: 10.3760/cma.j.issn.1673-677X.2018.06.010

• 教学方法 • 上一篇    下一篇

创客教育联合翻转课堂教学方法在口腔正畸学教学中的应用

李倩琍, 何依帆, 张明杰, 许跃   

  1. 510055广州,中山大学附属口腔医院正畸科 广东省口腔重点实验室
  • 收稿日期:2018-04-19 发布日期:2020-12-09
  • 通讯作者: 许跃, Email: kou9315@163.com
  • 基金资助:
    广东省自然科学基金(2015A030313179);2016年中山大学本科教学改革与教学质量工程研究项目(52000-31911103);2017年中山大学本科教学改革与教学质量工程研究项目(52000-18822603)

Application of maker education combined with flipped classrooms in undergraduate teaching of orthodontics

Li Qianli, He Yifan, Zhang Mingjie, Xu Yue   

  1. Department of Orthodontics, Affiliated Hospital of Stomatology, Sun Yat-sen University & Guangdong Provincial Key Laboratory of Stomatology, Guangzhou 510055, China
  • Received:2018-04-19 Published:2020-12-09
  • Contact: Xu Yue, Email: kou9315@163.com
  • Supported by:
    Natural Science Foundation of Guangdong Province of China(2015A030313179); Education Innovation and Teaching Quality Reform Program of Sun Yat-sen University in 2016(52000-31911103); Education Innovation and Teaching Quality Reform Program of Sun Yat-sen University in 2017(52000-18822603)

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摘要： 目的 探讨创客教育联合翻转课堂教学方法在口腔正畸学本科课程教学中的应用效果。方法 本研究采用实验对照方法。选取中山大学光华口腔医学院2015级五年制口腔医学专业90名学生为研究对象,将其随机分为两组。在口腔正畸学的错颌畸形教学中,实验组采用创客教育联合翻转课堂教学方法,对照组采用传统教学方法。教学结束后,比较两组学生现场测试成绩并对实验组学生发放调查问卷以评价联合教学方法的教学效果。结果 现场测试结果表明,实验组学生的病例分析、临床实践考核成绩均优于对照组(7.50 ± 1.57比5.60 ± 1.75)、(7.45 ± 1.53比6.20 ± 1.47),差异均具有统计学意义(均P<0.05);但是,两组学生的基础理论测试成绩差异无统计学意义。问卷调查结果显示,大多数学生认为创客教育联合翻转课堂教学方法能够调动学生学习的主动性,并有助于培养临床思维和操作能力。结论 创客教育联合翻转课堂的教育方法有利于学生对口腔正畸学的学习。

关键词: 创客教育, 翻转课堂, 口腔正畸学, 教学方法

Abstract: Objective The study is to explore the combination of maker education and flipped classrooms in undergraduate teaching of orthodontics. Methods 90 senior five-year dental program students from 2015 grade in Sun Yat-sen University were enrolled and randomly divided into two groups. The experimental group had classes in a way of maker education combined with flipped classrooms, while the control group was taught by the traditional methods. The learning outcomes between two groups were assessed by the results of test scores and questionnaire surveys. Results The test scores of experimental group in case analysis and clinical practice are significantly higher than those in the control group(7.50 ± 1.57 vs 5.60 ± 1.75)、(7.45 ± 1.53 vs 6.20 ± 1.47), which is statistically significant (all P<0.05). The feedbacks showed that most experimental group students agreed with that the combination of maker education and flipped classrooms could motivate students self-learning capacity and clinical practical competence. Conclusions The teaching mode of maker education combined with flipped classrooms helps undergraduates to enhance interest in orthodontics develop capacity of clinical reasoning and skill.

Key words: Maker education, Flipped classrooms, Orthodontics, Teaching model