The Application of Flipped Classroom Combined With PBL Teaching Method in Stomatology Teaching
Objective To explore the application effect of flipped classroom combined with problem based learning(PBL)in oral medicine teaching.Methods A total of 94 undergraduate students from January 2021 to December 2022,2018 and 2019 were selected as teaching research subjects.According to the teaching design,undergraduate students were divided into control group and observation group,with 47 students in each group.The control group adopted the traditional teaching mode,while the observation group adopted the flipped classroom combined with PBL teaching mode.Both groups had been teaching for three consecutive months,and the teaching assessment results,teaching effectiveness,students'comprehensive abilities,and teaching satisfaction of the two groups were compared.Results In the observation group,after 3 months of teaching,the theoretical test scores were(92.52±5.41)points,the medical history test scores were(91.15±5.24)points,the case analysis scores were(90.69±5.16)points and the physical examination scores were(93.27±6.42)points,which was higher than those of control group[(85.15±4.39)points,(83.27±4.12)points,(84.12±4.52)points,(85.24±6.11)points](P<0.05).After 3 months of teaching in the observation group,students'enthusiasm and interest were(91.15±4.69)points,knowledge understanding ability was(89.83±4.51)points,independent learning ability was(92.32±5.34)points,team cooperation ability was(94.57±5.41)points,and clinical thinking pattern establishment score was(93.23±6.26)points.which was higher than those of control group[(85.41±3.25)points,(82.17±3.13)points,(84.43±4.39)points,(85.53±4.34)points,(88.21±5.42)points](P<0.05).After 3 months of teaching,the scores of scientific research ability,innovation ability,thinking ability,communication ability,design analysis ability and independent problem solving ability of the observation group were higher than those of the control group(P<0.05).The teaching satisfaction of the observation group was higher than that of the control group after 3 months(P<0.05).Conclusion The combination of flipped classroom and PBL teaching method in oral medicine teaching can help improve students'assessment scores,enhance their comprehensive analysis and team collaboration abilities,and achieve high teaching satisfaction.
flipped classroomproblem based teachingteaching of stomatologyassessment resultsteaching effectcomprehensive abilityteaching satisfaction
万方数据
维普
