Combining visualization teaching with traditional teaching in temporomandibular joint course learning

doi:10.19438/j.cjoms.2017.03.019

Abstract

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

CLC Number:

G642.4

WANG Ye-xin, SHEN Pei, ZHENG Ji-si, XIE Qian-yang, ZHONG Xiao-qi, ZHANG Shan-yong, YANG Chi, ZHENG Jia-wei, XIE Chun-yu, ZHU Ying-chao.. Combining visualization teaching with traditional teaching in temporomandibular joint course learning[J]. China Journal of Oral and Maxillofacial Surgery, 2017, 15(3): 282-285.

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Combining visualization teaching with traditional teaching in temporomandibular joint course learning

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