Effect of PBL Combined With Flipped Classroom on Clinical Thinking Ability of Medical Student of Stomatology
Objective To explore the application effect of problem-based learning(PBL)combined with flipped classroom in the teaching for stomatology medical students and its impact on clinical thinking ability.Methods A total of 74 medical student of stomatology from the First Affiliated Hospital of Harbin Medical University from March 2021 to May 2023 were selected as the subjects,and were divided into two groups using envelope method,with 37 students in each group.The control group received traditional teaching methods,while the observation group received PBL combined with flipped classroom teaching on the basis of the control group.Both groups completed 3 months of teaching,and the quality of teaching,clinical thinking ability,critical thinking ability,and satisfaction were compared between the two groups.Results After 3 months of teaching,the case analysis score of the observation group was(91.58±3.63)points,the noun interpretation score was(90.86±5.41)points,the theoretical score was(92.42±5.69)points,the practical skill score was(91.74±3.61)points,the class performance score was(92.23±5.45)points and the homework completion score was(93.18±5.45)points,which were higher than(80.24±3.12)points,(83.27±4.24)points,(82.25±4.12)points,(81.15±3.21)points,(80.88±4.52)points,(82.23±4.34)points of the control group,the difference was statistically significant(P<0.05).After 3 months of teaching,the score of consultation and communication of the observation group was(17.74±2.26)points,the score of medical history collection was(17.78±2.22)points,the score of diagnosis and treatment accuracy was(18.16±1.83)points,the score of rational treatment plan was(18.43±1.57)points and the score of clinical examination items was(18.51±1.49)points,which were higher than(13.57±2.01)points,(13.52±1.98)points,(14.34±1.82)points,(14.58±1.63)points,(14.39±1.54)points of the control group,the difference was statistically significant(P<0.05).After 3 months of teaching,the scores of truth-seeking of the observation group was(38.74±5.41)points,cognitive maturity was(37.28±6.63)points,openness was(40.63±6.89)points,intellectual curiosity was(44.79±6.53)points,analytical ability was(42.84±6.82)points,critical thinking self-confidence score was(41.95±6.59)points and systematization ability score was(40.89±6.61)points,which were higher than(30.52±4.59)points,(33.26±5.41)points,(34.15±5.53)points,(39.51±5.83)points,(38.34±5.55)points,(37.83±4.73)points,(35.79±4.51)points of the control group,the difference was statistically significant(P<0.05).After 3 months of teaching,the observation group showed higher satisfaction than the control group in terms of improving self-learning ability,helping to master skills,facilitating the formation of clinical thinking,enhancing teacher-student interaction,and occupying extracurricular time,the difference was statistically significant(P<0.05).Conclusion PBL combined with flipped classroom can improve the teaching quality of stomatology medical students,help improve their clinical thinking ability and critical thinking ability,and obtain higher teaching satisfaction.
problem-based learningflipped classroommedical student of stomatologyclinical thinking abilitycritical thinking abilitysatisfaction
万方数据
维普
