中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (11): 1020-1023.DOI: 10.3760/cma.j.cn115259-20220330-00405

• 临床教学 • 上一篇    下一篇

基于岗位胜任力的口腔医学专业本科生教学改革探索

潘克清1, 邓婧1, 袁昌青1, 万春燕1, 张慧1, 徐全臣1, 孙培1, 美丽2, 苏文2   

  1. 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口腔基础教研室,青岛 266003
  • 收稿日期:2022-03-30 出版日期:2022-11-01 发布日期:2022-10-28
  • 通讯作者: 邓婧, Email: dengjing3333@qdu.edu.cn
  • 基金资助:
    山东省高等医学教育研究中心科研规划课题(YJKT201955)

Exploration on competency-based teaching reform for stomatology undergraduates

Pan Keqing1, Deng Jing1, Yuan Changqing1, Wan Chunyan1, Zhang Hui1, Xu Quanchen1, Sun Pei1, Mei Li2, Su Wen2   

  1. 1Department of Oral Medicine, The Affiliated Hospital of Qingdao University, Qingdao 266003, China;
    2Department of Basic Stomatology, School of Stomatology of Qingdao University, Qingdao 266003, China
  • Received:2022-03-30 Online:2022-11-01 Published:2022-10-28
  • Contact: Deng Jing, Email: dengjing3333@qdu.edu.cn
  • Supported by:
    Research Project of Shandong Higher Medical Education Research Center (YJKT201955)

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摘要： 青岛大学口腔医学院以培养具有岗位胜任力的口腔医学专业人才为目标,自2018年开始实施本科生教学改革,包括学业导师早期介入;构建以“早专业、早实践、早临床,多临床、多专业,医学基础课和口腔医学专业课相融合(三早、二多、一融合)”的课程体系,其中,口腔医学专业课前移至一年级并分别贯穿在各个年级的课程教学中,口腔医学专业课占总课时的比例由37.2%(85.5/230)增至45.9%(112.5/245),实验操作课时由52学分增至72学分,按照疾病种类或治疗手段拆分现有专业课并将相关知识有机融合、由易到难地进阶授课,调整口腔基础课程与专业课程的授课学期并使之紧密衔接;构建口腔临床实习的综合带教模式以培养学生的综合诊疗思维;构建实践能力考核评价体系。通过教学改革,2018级46名学生中,75.6%(34/45)的学生在大学二年级和三年级就对其专业有清晰的了解,95.6%(43/45)的学生有明确的职业规划;76.1%(35/46)的学生参与临床技能大赛,获奖人数为45.7%(21/46),分别是2017级学生参与临床技能大赛[22.0%(11/50)]和获奖人数[12.0%(6/50)]的3~4倍。教学改革提高了学生的专业认知,使其较早确立自己未来的职业规划,提升了学生学习的积极性和主动性,为全面提升口腔医学专业本科生的岗位胜任力奠定了基础。

关键词: 口腔医学, 本科生, 教学改革, 岗位胜任力

Abstract: The school of stomatology of Qingdao University aims to train qualified professionals. Since 2018, it has implemented undergraduate teaching reform, including early intervention of academic tutors; building a curriculum system based on “early specialty training, early hands-on practice, early clinical exposure, multiple clinical exposure, multiple professional education, with an integration of basic medical courses and stomatological courses (three early, two multiple, and one integration)”. Stomatological courses were moved to the first grade and run through the curriculum of each grade, with a proportion in the total class hours increased from 37.2% (85.5 /230) to 45.9% (112.5 /245). The experimental operation class hours were also increased from 52 credits to 72 credits. The existing professional courses were divided according to the disease types or treatment methods, and the relevant knowledge was organically integrated, gradually advancing from easy to difficult. The semesters of stomatology basic courses and professional courses were adjusted and closely connected. The comprehensive teaching mode of oral clinical practice was constructed to train students' comprehensive diagnosis and treatment thinking. Practical skills assessment and evaluation system were also built into the system. Under the new stomatology teaching and training mode, 75.6%(34/45) students had a clear understanding of their major in sophomore and junior year, 95.6% (43/45) students had a clear career plan; and 76.1% (35/46) students participated in clinical skills competition, the number of awardees was 45.7% (21/46) , which was 3-4 times as many as that of pre-reform students [22.0% (11/50) and 12.0% (6/50)]. The teaching reform has improved the students' professional cognition, facilitated them in developing their future career planning earlier, promoted the students' enthusiasm and initiative in learning, and laid a foundation for comprehensively improving the competence of stomatological undergraduates.

Key words: Stomatology, Undergraduate, Teaching reform, Position competence

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