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.
Li Qianli
,
He Yifan
,
Zhang Mingjie
,
Xu Yue
. Application of maker education combined with flipped classrooms in undergraduate teaching of orthodontics[J]. Chinese Journal of Medical Education, 2018
, 38(6)
: 842
-846
.
DOI: 10.3760/cma.j.issn.1673-677X.2018.06.010
[1] 李华,杨永其,谭明杰.“创客教育”解读[J].四川师范大学学报(社会科学版),2016,43(05):26-33. DOI:10.13734/j.cnki.1000-5315.2016.05.004
[2] 张萍, Lin D, 张文硕. 翻转课堂的理念、演变与有效性研究[J].教育学报,2017,13(1):46-55. DOI: 10.14082/j.cnki.1673-1298.2017.01.007.
Ping Z, Lin D, Wen-shuo Z.Flipped classroom:Theory,development history and effectiveness[J].Journal of Educational Studies,2017,13(1):46-55. DOI: 10.14082/j.cnki.1673-1298.2017.01.007.
[3] 陈素云,胡玉华.TBL+LBL教学在免疫学实验教学中的应用[J].中华医学教育探索杂志, 2014,13(6):618-621. DOI:10.3760/cma.j.issn.2095-1485.2014.06.020.
Chen SY, Hu YH. Combined application of TBL with LBL in immunology experiment teaching[J]. Chinese Journal of Medical Education Research, 2014,13(6):618-621. DOI:10.3760/cma.j.issn.2095-1485.2014.06.020.
[4] 施文钧, 沈利, 王飞, 等. 医学病毒学实验课PBL教学改革[J].中华医学教育探索杂志,2014,13(2):153-156. DOI: 10.3760/cma.j.issn.2095-1485.2014.02.012.
Wenjun S, Li S, Fei W, et al.PBL teaching reform on medical virology experiment course[J].Chinese Journal of Medical Education Research,2014,13(2):153-156. DOI: 10.3760/cma.j.issn.2095-1485.2014.02.012.
[5] 王沁萍,陈向伟,李军纪.我国高等医学教育中PBL教学方法应用的研究现状[J].基础医学教育,2011,13(12):1071-1074. DOI:10.3969/J.ISSN.2095-1450.2011.12.13.
[6] 于述伟, 王玉孝. LBL、PBL、TBL教学法在医学教学中的综合应用[J].中国高等医学教育,2011(5):100-102. DOI: 10.3969/j.issn.1002-1701.2011.05.050.
Yu SW, Wang YX.Integrated application of LBL, PBL and TBL teaching methods in medical education[J].China Higher Medical Education,2011(5):100-102. DOI: 10.3969/j.issn.1002-1701.2011.05.050.
[7] 徐兰,俞赤卉,初明, 等.翻转课堂和情景式教学在免疫学实验课中的设计与应用[J].中华医学教育杂志,2014,34(6):898-901,914. DOI:10.3760/cma.j.issn.1673-677X.2014.06.031.
Xu L, Yu CH, Chu M, et al. Implement scenario-based learning module by using flipped classroom in immunological experiment course[J]. Chinese Journal of Medical Education Research, 2014, 34(6):898-901,914. DOI:10.3760/cma.j.issn.1673-677X.2014.06.031.
[8] 李江,傅华.基于团队合作学习的翻转课堂模式在预防医学教学中的操作实践性研究[J].复旦教育论坛,2015(2):107-112. DOI:10.3969/j.issn.1672-0059.2015.02.017.
Li J, Fu H.An Integration of Flipped Classroom Model with TBL Model and Its Application in the Teaching of Preventive Medicine[J]. Fudan Education Forum, 2015(2):107-112. DOI:10.3969/j.issn.1672-0059.2015.02.017.
[9] 梁昆,宋勇莉,常会敏, 等.翻转课堂在耳鼻咽喉头颈外科学临床教学中的应用[J].中华医学教育杂志,2016,36(1):105-107,126. DOI:10.3760/cma.j.issn.1673-677X.2016.01.028.
Liang K, Song YL, Chang HM, et al. Application of flipped classroom in clinical teaching of otolaryngology head and neck surgery[J]. Chin J Med Edu, 2016, 36(1):105-107,126. DOI:10.3760/cma.j.issn.1673-677X.2016.01.028.
