目的 探索互联网平台辅助的混合式教学方式在牙周病学实验教学中的应用效果。方法 选取武汉大学2015级和2017级口腔医学专业150名本科生为研究对象,79名2017级本科生为试验组,采用互联网平台辅助的混合式教学方式,71名2015级本科生为对照组,采用传统教学方式。课程结束后,通过两组病例分析考试及试验组问卷调查两种方式进行教学效果评价。结果 试验组病例分析题的考试成绩[(11.63±2.27)分]高于对照组[(10.35±2.85)分],其差异具有统计学意义(P=0.002)。86.3%(63/73)的试验组学生对该混合式教学方式表示满意,认为能激发学习兴趣[75.2%(55/73)]、提高听课效率[76.7%(56/73)]、提高学习效果[79.5%(58/73)]、提高自学能力[71.2%(52/73)]、增加师生互动[80.8%(59/73)]。结论 互联网平台辅助的混合式教学方式有效地提高学生的牙周病例分析成绩和临床操作学习效果,以期提高学生的临床胜任力。
Objective To explore the effects of web-based blended learning in undergraduates' experimental training of periodontology. Methods Seventy nine undergraduate students from five-year program,5+3 program and 8-year program enrolled in 2017 joined experiment group and 71 from the 3 programs mentioned above and enrolled in 2015 were collected as control group. The experiment group was trained with the web-based blended learning method and the control group adopted traditional learning method. At the end of the course, evaluation of training effect was conducted by both case analysis exams and student questionnaire survey. Results The examination scores of case analysis in the experiment group (11.63±2.27) were significantly higher than those of the control group (10.35±2.85) (P=0.002). Result of survey by questionnaire showed that 86.3% (63/73) of the students in the experiment group were satisfied with the blended teaching model since its positive effect to motivate learning interest[75.2%(55/73)], strengthen learning efficiency[76.7%(56/73)], enhance learning effectiveness[79.5%(58/73)], improve self-learning[71.2%(52/73)], and to facilitate teacher-student interaction[80.8%(59/73)]. Conclusions The web-based blended learning effectively improves the exam result of periodontal case analysis and the learning effect of clinical operation.
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