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。
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.
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