Application of case-based learning based on the clinical case library of stomatology in standardized residency training for comprehensive stomatology
Objective To investigate the application effect of case-based learning(CBL)based on the clinical case library of stomatology in standardized residency training for comprehensive stomatology.Methods A total of 52 residents in Department of Stomatology,Chongqing Medical University,were given CBL teaching based on the clinical case library of comprehensive stomatology,and a questionnaire survey was performed to evaluate the teaching effect.Theoretical and skill assessments were performed before and after CBL teaching,and a comparative analysis was performed.SPSS 19.0 software was used for the t-test.Results The questionnaire survey showed that CBL teaching based on the clinical case library of stomatology effectively improved the ability of independent learning[92.31%(48/52)],the interest in learning[88.46%(46/52)],and the ability for case diagnosis and the accuracy of investigation and judgment[94.23%(49/52)].This method helped with the mastery and understanding of the theoretical knowledge in stomatology[96.15%(50/52)]and improved the abilities for expression and communication[84.62%(44/52)]and the ability to find and solve problems[94.23%(49/52)].It also helped to stimulate the interest in scientific research and teaching[82.69%(43/52)]and create an active classroom atmosphere[82.69%(43/52)].Among these residents,94.23%(49/52)liked CBL teaching,and 88.64%(46/52)thought the setting of the case library was reasonable.After the application of CBL teaching,there were significant increases in theoretical score[from(66.74±4.25)points to(81.44±7.16)points]and skill examination score[from(64.00±3.14)points to(81.96±7.50)points].Conclusions CBL teaching based on the case library of stomatology has a good teaching effect in the standardized residency training for comprehensive stomatology and can not only improve the theoretical and skill assessments of residents,but also improve their learning interest and clinical thinking ability.
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