中国口腔颌面外科杂志

中国口腔颌面外科杂志 ›› 2017, Vol. 15 ›› Issue (3): 282-285.doi: 10.19438/j.cjoms.2017.03.019

• 口腔医学教育 • 上一篇    下一篇

可视化教学结合传统教学法在颞下颌关节教学中的应用探索

王烨欣1*，沈佩1*，郑吉驷1*，谢千阳1，钟晓琪1，张善勇1#，杨驰1#，郑家伟2#，谢春雨2，朱应超2   

  1. 1.上海交通大学医学院附属第九人民医院·口腔医学院 口腔外科；
    2.口腔颌面-头颈肿瘤科， 上海市口腔医学重点实验室，上海 200011；
    3.上海交通大学口腔医学院，上海 200011
  • 收稿日期:2016-11-17 修回日期:2017-02-06 出版日期:2017-05-20 发布日期:2017-06-09
  • 通讯作者: 上海交通大学医学院大学生科创项目（20160505）；上海市教育委员会留学生项目；上海交通大学医学院研究生课程建设项目；上海交通大学医工交叉项目（YG2016QN09）
  • 作者简介:王烨欣（1993-），女，在读硕士研究生，E-mail：wangyexin1993@163.com；沈佩（1987-），女，在读博士研究生，E-mail：shenpei1215@163.com；郑吉驷（1988-），男，住院医师，E-mail：237111641@qq。*并列第一作者
  • 基金资助:
    张善勇，E-mail:zhangshanyong@126.com；郑家伟，E-mail:davidzhengjw@sjtu.edu.cn；杨驰，E-mail：yangchi63@hotmail.com。#共同通信作者

Combining visualization teaching with traditional teaching in temporomandibular joint course learning

WANG Ye-xin1, SHEN Pei1, ZHENG Ji-si1, XIE Qian-yang1, ZHONG Xiao-qi1, ZHANG Shan-yong1, YANG Chi1, ZHENG Jia-wei2, XIE Chun-yu2, ZHU Ying-chao2.   

  1. 1.Department of Oral Surgery；
    2.Department of Oromaxillofacial Head and Neck Oncology, Shanghai Ninth People's Hospital, College of Stomatology, Shanghai Jiao Tong University School of Medicine；Shanghai Key Laboratory of Stomatology. Shanghai 200011；
    3.College of Stomatology, Shanghai Jiao Tong University. Shanghai 200011, China
  • Received:2016-11-17 Revised:2017-02-06 Online:2017-05-20 Published:2017-06-09

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摘要： 目的：探讨可视化教学结合传统教学法在颞下颌关节课程教学中的效果。方法：选择上海交通大学口腔医学院七年制本科生28人，随机将其分为实验组和对照组。实验组采用可视化教学＋传统教学法，对照组采用传统教学法。采用SPSS14.0软件包对2组的教学效果进行比较。结果：理论考试结果显示，2组平均成绩存在显著差异（P＜0.05）；综合能力考核结果显示，实验组成绩显著高于对照组（P＜0.05）。调查问卷结果显示，可视化教学结合传统教学法更能激发学生的学习兴趣，培养良好的医学思维方式。结论：可视化教学结合传统教学法可显著提高教学效果。

关键词: 颞下颌关节, 可视化, LBL, CBL, 教学模式

Abstract: PURPOSE: To evaluate the teaching effect of combining visualization teaching with traditional teaching in temporomandibular joint (TMJ) course learning. METHODS: Twenty-eight seven-year dental students in Shanghai Jiao Tong University College of Stomatology were randomly allocated into 2 groups. In the experimental group, visualization teaching combined with traditional teaching were used while only traditional teaching in the control group. SPSS 14.0 software package was used to evaluate the teaching effect between the 2 groups. RESULTS: Theory test indicated that students in the experimental group had higher score than in the control group(P＜0.05).Comprehensive abilities test indicated that students in the experimental group had higher score than in the control group(P＜0.05). Questionnaire results indicated that students in the experimental group had higher enthusiasm for study and better thinking mode. CONCLUTIONS: Visualization teaching combined with traditional teaching significantly enhance teaching effect in dental students for TMJ course learning.

Key words: Temporomandibular joint, Visualization, LBL, CBL, Teaching model

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