首页|OBE-BOPPPS教学模式在颞下颌关节紊乱病教学中的应用

OBE-BOPPPS教学模式在颞下颌关节紊乱病教学中的应用

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目的 探讨以学习成果为导向的BOPPPS(outcome based education-bridge-in,objective,preassessment,participatory,post-assess,summary,OBE-BOPPPS)教学模式在颞下颌关节紊乱病教学中的应用效果.方法 选择2020 年 11 月—2021 年 11 月参与颞下颌关节疾病诊治国家级继续教育学习班共 100 名学员为研究对象.试验组(2021 年,n=50)采用 OBE-BOPPPS 教学模式,对照组(2020 年,n=50)采用传统的教学模式.教学结束后通过理论考试、问卷调查的形式评价两种教学方法.结果 试验组理论考核、病例考核平均分[(63.66±3.06)分、(25.98±1.60)分]均高于对照组[(59.90±5.87)分、(24.6±2.08)分],差异有统计学意义(P<0.05);试验组学员对教学模式满意度[(4.34±0.56)分]、教学重点难点突出易掌握[(4.14±0.61)分]、调动学习主动性[(4.32±0.47)分]、增强团队合作[(4.24±0.48)分]、提高综合分析能力[(4.36±0.53)分]5 个方面的打分均高于对照组(3.90±0.71)分、(3.62±0.60)分、(3.58±0.54)分、(3.20±0.67)分、(3.24±0.63)分],差异有统计学意义(P<0.05),但试验组[(4.32±0.55)分]和对照组[(4.26±0.63)分]学习目标明确情况差异无统计学意义(P>0.05).结论 OBE-BOPPPS 教学模式可显著提高颞下颌关节紊乱病继续教育课程的教学效果,促进学员临床思维的培养和综合分析能力的提高.
Application of OBE-BOPPPS Teaching Model in the Teaching of Temporomandibular Disorders
Objective To explore the application effect of outcome based education-bridge-in,objective,preassessment,participatory,post-assess,summary(OBE-BOPPPS)teaching model in the teaching of temporomandibular disorders.Methods A total of 100 trainees participating in the national continuing education class for the diagnosis and treatment of temporomanbidular joint(TMJ)diseases from November 2020 to November 2021 were selected as the research objects.In the experimental group(2021,n=50),the teaching mode of OBE-BOPPPS was adopted,while in the control group(2020,n=50),the traditional teaching mode was adopted.After the teaching,the two teaching methods were evaluated through the form of theoretical examination and questionnaire survey.Results The average scores of theoretical test and case test in experimental groups[(63.66±3.06)points and(25.98±1.60)points]were higher than those in control group[(59.90±5.87)points and(24.6±2.08)points],and the difference was statistically significant(P<0.05).The trainees of the experimental group were satisfied with the teaching mode[(4.34±0.56)points],the teaching key and difficult points were prominent and easy to master[(4.14±0.61)points],the learning initiative was mobilized[(4.32±0.47)points],the team cooperation was enhanced[(4.24±0.48)points],and the comprehensive analysis ability was improved[(4.36±0.53)points]The scores in all aspects were higher than those in the control group(3.90±0.71)points,(3.62±0.60)points,(3.58±0.54)points,(3.20±0.67)points,(3.24±0.63)points],and the difference was statistically significant(P<0.05).There was no significant difference between the experimental group[(4.32±0.55)points]and the control group[(4.26±0.63)points]in the clarity of learning goals(P>0.05).Conclusion OBE-BOPPPS teaching model can significantly improve the teaching effect of continuing education courses for temporomandibular disorders,promote the cultivation of clinical thinking and the improvement of comprehensive analysis ability.

temporomandibular disordersOBE-BOPPPSteaching modeCBLLBLOBE

李传洁、曹威、张清彬

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广州医科大学附属口腔医院颞下颌关节科/广州市口腔再生医学基础与应用研究重点试验室,广东 广州 510182

颞下颌关节紊乱病 OBE-BOPPPS 教学模式 CBL LBL OBE

广州市高等学校第十批教育教学改革项目

2019JG238

2024

中国继续医学教育

中国继续医学教育

影响因子:2.564
ISSN:1674-9308
年,卷(期):2024.16(1)
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