多学科协作教学模式在颞下颌关节病实践教学中的应用

目的: 探讨多学科协作（multidisciplinary team, MDT）结合案例教学（case-based learning,CBL）在颞下颌关节-颌骨-咬合联合诊治教学中的实践效果。方法: 选择上海交通大学附属第九人民医院口腔外科研究生、规培生及进修生共24名,随机分为实验组和对照组,每组12名。实验组采用MDT+CBL线上线下混合式教学法,对照组采用CBL线上线下教学法。经过3个月的教学活动,通过理论与实践操作考试及问卷调查评价教学效果。采用SPSS 26.0软件包对数据进行统计学分析。结果: 实验组理论知识及操作技能考试成绩均显著高于对照组（P<0.05）;问卷调查结果显示,实验组在学习兴趣、沟通技巧、团队协作、档案管理、病历书写、临床思维能力及文献查阅方面的自我满意度均显著高于对照组（P<0.05）。结论: 在颞下颌关节病实践教学中应用MDT结合CBL线上线下混合式教学法,能提高学习成绩,激发学习兴趣,提高职业素质,增强临床综合能力,从而显著提高教学质量。

Application of multidisciplinary teaching model in course teaching of temporomandibular joint diseases

PURPOSE: To evaluate the teaching effects of multidisciplinary team (MDT) combined with case-based learning (CBL) in course learning of the treatment of temporomandibular joint (TMJ) diseases associated with dento-maxillofacial deformities. METHODS: A total of 24 postgraduates, residents for standardized training and students attending an advanced study from Shanghai Ninth People's Hospital Shanghai Jiao Tong University School of Medicine were randomly divided into experimental group and control group, with 12 students in each group. MDT+CBL online and offline mixed teaching mode were applied in the experimental group while CBL online and offline teaching mode were used in the control group. After 3 months, the results of didactic examination and practice skill evaluation and questionnaire survey between the two groups were analyzed using SPSS 26.0 software package. RESULTS: Student's scores of theoretical knowledge and operational skills in the experimental group were significantly higher than those in the control group(P<0.05). Questionnaire results showed the scores of learning interest, communication skills, team work spirit, file management ability, medical record writing's quality, clinical thinking ability and literature review in the experimental group were all higher than those in the control group(P<0.05). CONCLUSIONS: The application of MDT combined with CBL online and offline mixed teaching mode can improve examination performance, stimulate students' study motivity, improve their professional quality and enhance their clinical comprehensive ability. It has positive effects on TMJ course teaching.