【摘要】 目的 探究以问题为基础的教学方法(PBL)结合微视频及病例导入式教学模式在口腔内科临床带教中的应用效果。方法 选取2020年1月进入河南省人民医院口腔内科的40名口腔医学本科实习生，随机分为对照组(20例，接受PBL教学模式)和观察组(20例，接受PBL结合微视频及病例导入式教学模式),并进行为期3个月的带教实习。实习结束后以课程内容测验与自填问卷两种方式对教学效果进行评价，采用SPSS 20.0软件对结果进行统计分析。结果 观察组理论、操作考试评分均高于对照组(P<0.05);观察组独立思考能力、问题分析与解决能力、学生的学习兴趣以及对教学模式、课程效果的满意度均高于对照组(P<0.05);观察组利物浦医生沟通能力评价量表各方面评分均高于对照组(P<0.05)。结论 将微视频及病例导入与PBL法相结合的教学模式能使口腔内科实习生的理论知识与实践技能得到较大提升，并能有效提高实习生的教学满意度与医患沟通能力。更多还原

【Abstract】 Objective To explore the effect of problem-based learning(PBL) combined with micro-video and case-oriented teaching mode in clinical teaching of stomatology.Methods A total of 40 undergraduates of stomatology who practiced in the Department of Stomatology of Henan Provincial People’s Hospital from January 2020 to January 2021 were selected and randomly divided into control group(20 cases, accepted PBL teaching mode) and observation group(20 cases, accepted PBL teaching mode combined with micro-video and case introduction). The teaching effect was evaluated by course content test and self-filling questionnaire. SPSS 20.0 software was used for statistical analysis of the results.Results The theoretical and operational exam scores of the observation group were higher than those of the control group(P<0.05). The independent thinking ability, problem analysis and solving ability, learning interest and satisfaction with teaching mode and course effectiveness in the observation group were higher than the control group(P<0.05). The scores of the Liverpool doctor communication ability assessment scale of the interns in the observation group were higher than those in the control group(P<0.05).Conclusion The teaching mode combining micro-video and case introduction with PBL can greatly improve the theoretical knowledge and practical skills of stomatology interns, and effectively improve their teaching satisfaction and doctor-patient communication ability.更多还原