Application of Three-level Progressive Teaching in Fixed Prosthodontics Teaching

doi:10.12337/zgkqjxjyzz.2024.01.015

Chinese Journal of Stomatological Continuing Education ›› 2024, Vol. 27 ›› Issue (1): 111-116.DOI: 10.12337/zgkqjxjyzz.2024.01.015

Application of Three-level Progressive Teaching in Fixed Prosthodontics Teaching

Xueling Li, Xiangxia Li, Xue Xiao, Yun Hong, Yanshan Li, Ling Yang^*

Hospital of Stomatology, Sun Yat-Sen University, Guangdong Provincial Key Laboratory of Stomatology, Guanghua School of Stomatology, Sun Yat-Sen University, Guangzhou, Guangdong Province, P.R. China

Online:2024-01-31 Published:2024-05-08
Contact: Ling Yang. Tel: 020-83806607. Email: yangl65@mail.sysu.edu.cn. Address: No.56 Lingyuan West Road, Yuexiu District, Guangzhou 510055, Guangdong Province, P.R. China.
Supported by:
Guangdong Financial Fund for High-Caliber Hospital Construction(No.174-2018-XMZC-0001-03-0125/C-01); Undergraduate teaching quality engineering project of Sun Yat-sen University in 2022(No.87000-12220011); Teaching Reform and Teaching Quality Engineering in 2020 Construction of Undergraduate Practice Teaching Base-Undergraduate Practice Teaching Base for Stomatology Major of Sun Yat-sen University(No.52000-31911004)

Abstract

Abstract: Objective: To explore the practical effect of the three-stage progressive teaching mode in fixed prosthesis teaching, and to provide reference for teaching innovation. Methods: The three-stage progressive teaching mode, lecture based learning-case based leaning-virtual simulation based learning, had carried out as teaching innovation on fixed prosthesis course for undergraduates. The effect of the teaching mode was evaluated by questionnaire survey and students’ achievements. Results: The three-stage progressive teaching mode was highly recognized by students and the students’ achievements under the new teaching mode were higher than those under the traditional teaching. Preliminary results were obtained to show that the new teaching mode had enabled students to connect theory with practice, which not only cultivated their clinical thinking but also improved their operation skills and clinical competence. Conclusions: The three-stage progressive teaching mode is helpful to improve the teaching efficiency and teaching effect of fixed prosthesis course.

Key words: fixed prosthodontics, lecture-based learning(LBL), case-based learning(CBL), virtual simulation-based learning(VBL), three-level progressive teaching

Xueling Li, Xiangxia Li, Xue Xiao, Yun Hong, Yanshan Li, Ling Yang. Application of Three-level Progressive Teaching in Fixed Prosthodontics Teaching[J]. Chinese Journal of Stomatological Continuing Education, 2024, 27(1): 111-116.

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Application of Three-level Progressive Teaching in Fixed Prosthodontics Teaching

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