【摘要】 目的:探讨经典病例分析(CBL)结合PBL教学在口腔修复学实验室教学中的效果。方法:选择我校2006、2007级学生各50人,2006级采用传统教学方法,2007级采用CBL结合PBL教学法。通过调查问卷和病例分析考试成绩,评价该教学方法对学生临床能力的教学效果。结果:2007级学生对教学有更高的满意度,在分析解决问题、医患沟通和治疗计划设计方面表现更好,毕业考试病例分析题总分更高(P<0.05)。两个年级学生在对理论知识的掌握、病历书写和临床操作能力方面表现相似(P>0.05)。结论:CBL结合PBL教学能提高口腔修复学实验室教学效果,增进学生从理论学习到临床实践的过渡。更多还原

【Abstract】 AIM: To investigate the effects of classic case analysis combined with PBL on laboratory teaching of prosthodontics. METHODS: 50 students from Class 2007 were taught with classic case analysis combined with PBL method,while 50 students from Class 2006 were taught with traditional teaching method. A questionnaire survey was conducted to evaluate the teaching effects. The clinical skills of the students were evaluated by teachers as well as by the scores of the final examinations. RESULTS: Class 2007 students were significantly more satisfied with the teaching method. They performed better in problem- solving,patient communication and treatment plan design( P <0. 05). Furthermore,they got higher overall scores in case analysis in the final examinations( P < 0. 05). However,there was no statistical significance in the ability of mastering theoretical knowledge,ability of writing medical record and skills of clinical operation( P > 0. 05) between the 2 groups. CONCLUTION: Classic case analysis combined with PBL can improve the effect of teaching of prosthodontics and facilitate the transition from theoretic learning to clinical practice for the students.更多还原