【摘要】 目的探讨结合应用文献汇报、疑难病例讨论和模拟接诊的多样化教学模式在并轨后口腔医学专业硕士培养的教学效果。方法将2018年7月—2019年7月进入包医一附院口腔科轮转的44名规培生分成试验组和对照组。试验组在传统带教法基础上增加文献汇报、疑难病例讨论和模拟接诊的带教模式,对照组使用传统带教法。最后对两组学生进行病历书写、出科理论考核、出科技能考核以及教学满意度问卷调查和成员学习效果评价进行分析。结果试验组的病历书写成绩和出科理论成绩明显高于对照组(P <0.05)。试验组的教学满意度调查问卷结果明显优于对照组(P <0.05)。说明试验组的临床思辨能力、实践操作能力、自主学习能力都好于对照组。成员的学习效果调查问卷结果显示试验组成员的临床实践操作能力、临床操作积极性和理论学习积极性明显好于对照组(P <0.05)。但是两组的出科技能成绩差异无统计学意义(P> 0.05)。结论在并轨模式下,口腔医学专业硕士的培养中施以多样化的教学模式有助于提高其临床自主学习能力、临床思辨能力以及实践操作能力。更多还原

【Abstract】 Objective This paper discusses the teaching effect of different teaching modes, which are combined with literature report, difficult case discussion and simulated diagnosis, on the training of master of stomatology. Methods From July 2018 to July 2019, 44 patients enrolled in the stomatology department of the first affiliated hospital of Baotou were divided into experimental group and control group.On the basis of the traditional teaching method, the experimental group added the teaching mode of literature report, difficult case discussion and simulated diagnosis, while the control group used the traditional teaching method. Finally, the two groups of students were analyzed by writing medical records, theory examination, skill examination, teaching satisfaction questionnaire and learning effect evaluation. Results The results of writing medical records and theoretical examination in the experimental group were significantly higher than those in the control group(P<0.05).The questionnaire results of teaching satisfaction in the experimental group were significantly better than those in the control group(P<0.05).It showed that the experimental group has better clinical reasoning ability, practical operation ability and autonomous learning ability than the control group, and the experimental group’s teaching methods are worth promoting. The results of the questionnaire on the learning effect of the members showed that the experimental group members’ clinical practice ability, clinical operation enthusiasm and theoretical learning enthusiasm were significantly better than the control group(P<0.05).However, there was no significant difference in skill performance between the two groups(P>0.05). Conclusion Under the combined mode, the application of diversified teaching modes in the training of master of stomatology is conducive to the improvement of their clinical autonomous learning ability, clinical critical thinking ability and practical operation ability.更多还原