首页|基于OBE理念的教学改革在口腔住院医师培训正畸学教学中的应用

基于OBE理念的教学改革在口腔住院医师培训正畸学教学中的应用

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目的 探讨基于成果导向教育(outcome based education,OBE)理念的教学改革在口腔住院医师规范化培训正畸学教学中的应用.方法 选择 2020 年 9 月—2022 年 6 月在大理大学第一附属医院口腔科学习的2017 级和 2018 级口腔住院医师 40 名,随机分为试验组(n=20)和对照组(n=20),试验组采取基于OBE理念的教学改革设计的《错(牙合)畸形的诊断分析》实践课程教学;对照组采取传统教学.教学结束后分别进行理论考试、临床演练评价(mini-clinical evaluation exercise,Mini-CEX)实践能力考核和问卷调查,比较两种教学模式的效果差异.结果 试验组客观选择题[(41.64±2.18)分]、病例分析题[(42.18±2.40)分]及总成绩[(83.82±2.29)分]高于对照组,差异有统计学意义(P<0.05);试验组医疗面谈[(8.42±1.57)分]、体格检查[(8.56±0.09)分]、沟通技能及人文关怀[(9.06±1.84)分]、临床判断[(8.98±0.53)分]、整体表现[(8.97±1.15)分]及总分[(52.32±1.11)分]均高于对照组,差异有统计学意义(P<0.05);试验组自主学习能力[(9.12±0.72)分]、归纳分析能力[(8.84±1.02)分]、临床思维能力[(8.56±0.79)分]、医患沟通能力[(8.96±1.06)分]、团队协作能力[(9.25±0.83)分]、文献查阅能力[(8.74±2.03)分]及总分[(87.97±1.27)分]均高于对照组,差异有统计学意义(P<0.05).结论 基于OBE理念的教学改革有利于提高口腔正畸学实践教学效果,提升住院医师椅旁岗位胜任力,值得在今后的住院医师规范化培训中进一步探索与优化.
The Application of the Teaching Reform Based on the OBE Concept in Orthodontics Teaching of Dental Resident Training
Objective To explore the application of teaching reform based on outcome based education(OBE)in orthodontic teaching of standardized training for dental residents.Methods A total of 40 dental residents of grade 2017 and grade 2018 who studied in the department of stomatology of the First Affiliated Hospital of Dali University from September 2020 to June 2022 were selected and randomly divided into experimental group(n=20)and control group(n=20).The experimental group was given the practical course teaching of Diagnosis and Analysis of Malocclusion designed with the OBE concept,while the control group was taught by the traditional teaching.After the end of teaching,the theoretical examination,mini-clinical evaluation exercises(Mini-CEX)practical ability assessment and questionnaire survey were carried out respectively to compare the effect difference between the two teaching modes.Results The objective multiple choice questions[(41.64±2.18)points],case analysis questions[(42.18±2.40)points]and total scores[(83.82±2.29)points]of experimental groups were higher than those of control group,and the differences were statistically significant(P<0.05).The scores of medical interview,physical examination,communication skills and humanistic care,clinical judgment,overall performance,and total score in the experimental group were all higher than those in the control group,with statistically significant differences(P<0.05).Independent learning ability[(9.12±0.72)points],inductive analysis ability[(8.84±1.02)points],clinical thinking ability[(8.56±0.79)points],doctor-patient communication ability[(8.96±1.06)points],team cooperation ability[(9.25±0.83)points],literature review ability[(8.74±2.03)points]and total score[(87.97±1.27)points]were higher than those of control group,and the difference was statistically significant(P<0.05).Conclusion The teaching reform based on the OBE concept is conducive to improving the practical teaching effect of orthodontics and enhancing the post competency of residents beside the chair,which is worthy of further exploration and optimization in the future standardized training of residents.

OBEstomatologyorthodonticsresident doctormalocclusionpractical teaching

黄敏、赵磊、和晓庸、周翠玲、李榕、何丽明

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大理大学第一附属医院口腔科,云南 大理 671000

大理大学临床医学院口腔医学教研室,云南 大理 671000

大理儒雅口腔诊所正畸治疗中心,云南 大理 671000

OBE 口腔医学 正畸学 住院医师 错(牙合)畸形 实践教学

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(20)
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