中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (2): 107-110.DOI: 10.3760/cma.j.issn.1673-677X.2020.02.007

• 教育技术 • 上一篇    下一篇

基于案例学习的口腔修复学在线学习系统的应用

刘建彰1, 曹战强2, 刘云松1, 周永胜1   

  1. 1北京大学口腔医院修复科 口腔疾病国家临床研究中心 口腔数字化医疗技术和材料国家工程实验室 口腔数字医学北京市重点实验室 100081;
    2清华大学2015级计算机应用技术专业博士研究生,北京 100084
  • 收稿日期:2019-09-09 发布日期:2020-12-10
  • 通讯作者: 周永胜, Email: kqzhouysh@hsc.pku.edu.cn, 电话: 010-82195393
  • 基金资助:
    北京大学口腔医学院教育教学改革课题(2014-PT-04,2019-ZD-07)

Application of an online case-based learning system for prosthodontics

Liu Jianzhang1, Cao Zhanqiang2, Liu Yunsong1, Zhou Yongsheng1   

  1. 1Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology & National Clinical Research Center for Oral Diseases, Beijing 100081, China;
    2 Ph.D. Degree Candidate of Computer Application Technology Major, Enrolled in 2015, Tsinghua University, Beijing 100084, China
  • Received:2019-09-09 Published:2020-12-10
  • Contact: Zhou Yongsheng, Email: kqzhouysh@hsc.pku.edu.cn, Tel: 0086-10-82195393
  • Supported by:
    Educational Teaching Reform Fund of Peking University School of Stomatology(2014-PT-04,2019-ZD-07)

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摘要： 目的 探讨基于案例学习(case-based learning,CBL)的口腔修复学在线学习系统的应用效果。 方法 采用问卷调查方法。选择2019年在北京大学口腔医院修复科进行临床实习的北京大学2016级、2017级口腔临床医学专业硕士研究生及2011级、2012级八年制口腔医学专业学生25人为研究对象,这些研究对象(以下简称学生)利用非工作时间参加CBL的口腔修复学在线学习系统学习一周。所有学生在参加本研究之前均已接受CBL的传统(非在线)学习系统培训,临床实习均在8个月以上。学习结束后,采用自制调查问卷对学生使用在线学习系统及传统(非在线)学习系统的方便性、是否可以提高思辨能力和是否有利于提高接诊能力进行评估,采用配对t检验比较2种学习系统的差别。 结果 CBL的口腔修复学在线学习系统与CBL的传统的(非在线)学习系统相比具有更好的方便性[(4.20±0.82)分比(3.80±0.41)分],其差异具有统计学意义(P=0.01);在提高学生的思辨能力方面,学生对2个学习系统之间评价得分为[(4.06±0.89)分比(3.84±0.37)分],差异无统计学意义(P=0.13);学生认为在线学习系统与传统非在线学习系统相比,有助于提高其临床接诊能力[(4.00±0.82)分比(3.76±0.44)分],其差异具有统计学意义(P=0.03)。此处,72.0%(18/25)以上的学生接受并愿意继续使用在线学习系统,40.0%(10/25)的学生愿意利用零星时间进行学习。 结论 CBL的口腔修复学在线学习系统具有良好的方便性、实用性,是大部分学习者可以接受的一种学习方式。

关键词: 基于案例学习, 在线学习系统, 教学方法, 口腔修复, 临床实习

Abstract: Objective To explore the teaching effects of an online case-based learning (CBL) system for prosthodontics. Methods 25 graduate students in clinical practice at the Department of Prosthodontics, Peking University School of Stomatology during 2019 participated in an online CBL system for prosthodontics for one week. All candidates had received learning training using traditional case-based learning system before the online training. After the study, a questionnaire survey including Likert scale was conducted for graduate students. The convenience of using, the ability to promote clinical thinking, and the ability to increase clinical experience were evaluated between traditional CBL system and the online CBL system for prosthodontics using the paired t test. The questionnaire was conducted anonymously. Results Compared with traditional CBL system, the online CBL system for prosthodontics has better convenience[(4.20±0.82)vs(3.80±0.41),P=0.01] There is no significant difference in improvement thinking ability [(4.06±0.89)vs(3.84±0.37),P=0.03]. It can better improve clinical ability of postgraduates [(4.00±0.82)vs(3.76±0.44),P=0.13]. More than 72.0% (18/25) of candidates accepted and were willing to continue to use the online CBL system, and 40.0% (10/25) of candidates are willing to use the online CBL system by using sporadic time. Conclusions The online CBL system for prosthodontics is a convenient way for learning with good practicality, which is accepted by most candidates.

Key words: Case-based learning(CBL), Online learning system, Teaching method, Prosthodontics, Clinical practice

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