中国口腔医学继续教育杂志 ›› 2024, Vol. 27 ›› Issue (5): 439-444.DOI: 10.12337/zgkqjxjyzz.2024.05.008

• 教学研究 • 上一篇    

多维教学模式在口腔全科临床前培训中的应用及效果评价

乔迪, 潘洁, 王琳, 齐伟, 周维, 乐迪, 余婧婷, 朱文昊*   

  1. 北京大学口腔医学院·口腔医院综合科;; 国家口腔医学中心; 国家口腔疾病临床医学研究中心; 口腔生物材料和数字诊疗装备国家工程研究中心
  • 出版日期:2024-09-30 发布日期:2025-05-09
  • 通讯作者: *朱文昊,联系方式:010-82195586,电子邮箱:zhweha@163.com,通讯地址:北京市海淀区中关村南大街22号,100081
  • 基金资助:
    北京大学口腔医院教育教学改革课题(项目编号:2022-PT-07)

Application and Effect Evaluation of Multi-dimensional Teaching Mode in Preclinical Training of General Dentistry

Di Qiao, Jie Pan, Lin Wang, Wei Qi, Wei Zhou, Di Le, Jingting Yu, Wenhao Zhu*   

  1. Department of general dentistry, Peking University School and Hospital of Stomatology & National Center for Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing 100081, P.R. China
  • Online:2024-09-30 Published:2025-05-09
  • Contact: Wenhao Zhu. Tel: 010-82195586. Emai: zhweha@163.com. Address: No. 22, Zhongguancun South Street, Haidian District, Beijing 100081, P.R. China.

摘要: 目的:在传统教学模式的基础上,引入视频示教和微视频课,建立多维教学模式,应用于口腔全科继续教育临床前培训课程并评价其效果。方法:纳入2022级和2023级口腔全科进修医师共18名。通过调查问卷让学员评价培训课程的合理性,通过理论和操作考试评价学习成果。结果:所有学员都认为临床前期培训课程内容安排较合理,83.33%认为完全合理;对视频示教和微视频课的教学效果均认可;前期培训结束时理论及操作的各项成绩都有显著提高,差异有统计学意义(P<0.05)。结论:“多维教学临床前培训课程”可以明显提高口腔全科进修医师理论知识和技术操作水平。

关键词: 口腔医学, 口腔全科, 继续教育, 多维教学模式, 临床前培训

Abstract: Objective: To establish and evaluate a multi-dimensional teaching mode of continuing education in general dentistry, which introduced video teaching and micro-video courses on the basis of traditional teaching mode. Methods: A total of 18 continuing education students in the 2022 and 2023 grades of general dentistry were enrolled. We evaluated the rationality of the training course through a survey questionnaire, and learning outcomes through theoretical and operational exams. Results: All students believed that the content arrangement of the preclinical training courses was reasonable, and 83.33% thought it was completely reasonable. The teaching effectiveness of video teaching and micro-video courses was recognized. At the end of the preclinical training, there was a significant improvement in both theoretical and operational performance, with a statistically significant difference (P <0.05). Conclusions: The preclinical training course with multi-dimensional teaching mode can significantly improve the theoretical knowledge and operation level of general dentists.

Key words: stomatology, general dentistry, continuing education, multi-dimensional teaching mode, preclinical training