“课程思政”理念融入研究生专业知识教育及干预路径实证研究

目的：推进课程思政理念与专业知识相融合,通过干预提升口腔医学研究生疫情期间知识及心理水平。方法：以南昌大学口腔医学专业在读研究生作为调查对象,基于学校网络教学平台开展主题思政课,采用自行设计问卷进行干预效果评估。运用SPSS21.0进行统计分析,计量资料组间比较采用独立样本t检验,相关性分析采用Spearman法。结果：调查对象干预后知识得分（9.30±1.08）显著高于干预前（6.53±1.90）（P<0.05）,不同特征调查对象干预后知识得分显著提高（P<0.05）;干预后调查对象焦虑、紧张、心烦意乱、意志消沉、居家心情郁闷心理状态评分较干预前明显降低（P<0.05）;知识知晓水平与心理状态得分间呈负相关,93.21%调查对象对此次思政课表示比较满意及以上。结论：课程思政理念融入研究生专业知识教育能有效改善口腔医学研究生新冠肺炎流行期间相关知识及心理水平,培养单位可设计开发多样化的健康心理教育干预路径,并定期监测效果,作为思政融合专业知识巩固教育效果的有力工具。     

唾液腺:新型冠状病毒的“蓄水池”和“受累者”

新型冠状病毒引发的肺炎(简称新冠肺炎,coronavirus disease 2019,COVID-19)已在全球蔓延并快速进展,对人类的健康、经济活动和生活方式造成了巨大影响。口腔诊疗操作依赖牙科涡轮机,产生大量气溶胶,使口腔医护人员暴露于高风险环境中。唾液腺是唾液的来源,其是否感染新型冠状病毒和口腔诊疗风险密切相关。本文搜集国内外已发表的相关文献,总结新冠病毒对唾液腺感染及其在唾液腺内的复制过程和对唾液腺功能影响等方面的最新信息,旨在为口腔医护人员在疫情暴发及常态化防控期间的防护提供帮助。     

口腔正畸医师继续教育“导师制”带教模式的设置探讨

专科进修是继续医学教育的重要形式,有力地促进了医师职业发展。口腔正畸专科教育在我国起步相对较晚,一般作为口腔医学本科教育后的专科课程,医师对于正畸继续医学教育需求较高。北大口腔医院正畸科自上世纪70年代开始一直承担医学进修培训职责,来科进修医师累计超过500人。针对正畸学科发展新进展、医师临床新需求,北大口腔医院正畸科在进修医师培训教育中引入“导师制”模式,倡导理论学习、学术研究和临床特色有机融合,改革教学和考核方式,全方位提升医师的学习能力、科研能力和临床能力。     

因势“力”导,“拘”一返三——一例多颗前牙埋伏阻生错的正畸治疗

目的 探讨多颗上前牙阻生的患者,选择合适的手术开窗术式牵引阻生牙的临床效果。材料与方法： 多颗上前牙重叠低位水平阻生的情况下,口腔颌面外科辅助开窗牵引上颌右侧尖牙,通过力的传导逐步牵引上颌右侧尖牙、上颌右侧侧切牙、上颌右侧中切牙至平面。结果 该病例通过正畸成功牵引多颗阻生牙,排齐牙列后,咀嚼功能和美观均得到很好的改善,患者对正畸治疗效果满意。     

老年口腔门诊“一站式”服务的实践与效果评价

目的: 评价老年口腔门诊“一站式”服务的实施效果。方法: 于科室“一站式”服务实施的前后,分别选取60例老年患者作为研究对象,采用SPSS19.0软件包比较2组患者的平均就诊时间和缴费时间,并比较患者对就诊服务的满意度。结果: 采用一站式服务后,患者平均就诊时间和缴费时间大幅度缩短,前后对比差异具有显著性（P<0.01）。满意度由一站式服务前的90%上升为98%,满意度明显提高。结论: “一站式”服务能优化口腔疾病的治疗流程,提升老年患者就诊体验,满足老年口腔疾病患者的需求。     

基于“互联网+”的混合式教学模式在口腔颌面部肿瘤教学中的应用

目的：评价混合式教学模式在口腔颌面部肿瘤教学中的应用效果。方法：以北京大学口腔医院口腔医学专业本科生为教学对象,以口腔颌面部肿瘤融合课程为教学内容。2017级本科生为试验组,采用混合式教学模式进行教学;以2015级本科生为对照组,采用传统线下授课模式进行教学。对两组学生课程结束后进行问卷调查并进行闭卷考核。比较两组学生的考核成绩及问卷调查反馈结果。结果：对照组学生60人,考试平均成绩为92.83±11.66分,试验组学生84人,考试平均成绩为92.02±10.27,二者无统计学差异（P=0.371）。调查问卷统计结果显示：两种教学方法在教学吸引力方面没有显著性差异（P=0.281）;混合式教学模式在提高学生学习积极性和主动性、提高学习效率和效果方面具有显著优势（P<0.05）;但混合式教学模式显著增加了学生的学习负担（P<0.05）。结论：混合式教学模式应用于口腔颌面部肿瘤教学中取得了良好的效果,能增强专业课程对学生的吸引力,提高学生的学习积极性及主动学习能力,从而提升学生对知识的掌握水平学习效率。该教学模式值得在口腔医学和临床医学教育中进一步推广应用。     

“盾构术”应用于美学区种植的研究进展

上前牙美学区在拔牙后常发生唇侧牙槽骨吸收、塌陷,极大影响种植后前牙区的美学效果。为了尽可能保存唇侧软、硬组织,近年来有学者提出了“盾构术”的概念,即通过保留唇侧部分牙根,以保存束状骨-牙周膜复合体,从而减少吸收。本文就“盾构术”近年来的研究进展进行回顾,并对影响“盾构术”效果的因素及其较传统即刻种植的优势与局限性进行综述。     

口腔医学专业学位研究生对科研态度的对比研究

<正>培养具有科研能力并熟悉学科的科研方向、发展趋势、研究前沿和临床热点的研究生,是口腔医学专业学位研究生教育的基本目标。对口腔医学专业学位研究生进行科研训练是口腔医学教育的重要组成部分[1, 2]。因此,了解口腔医学专业学位研究生对科研的态度,将有助于口腔医学研究生培养机构提高培养手段、优化培养模式,进一步激发临床医学研究生对科研的热情。本研究通过问卷调查,了解学生对科研重要性、科研评价标准、参与科研的动机、对指导老师的态度和研究过程中的障碍等问题的认识,从而提升对     

浅谈口腔临床医学专业学位研究生与住院医师规范化培训并轨培养模式的科研能力训练

随着我国住院医师规范化培训制度的建立,新一轮口腔医学教育改革提出了口腔临床医学专业学位研究生与住院医师规范化培训并轨培养的模式,即培养应用型口腔医学人才。本文分析了口腔临床专业学位研究生临床能力培养的必要性,以及并轨培养模式中科研能力训练方面可能存在的问题,并提出了相应的建设性解决方案。     

The development of an assessment system for dental vocational training and general professional training: a Scottish approach

The role of competencies in postgraduate dental education and training has been a major topic of interest in recent years. Concerns have been voiced from all sides of the profession about how the competence of trainees and the quality of training can be assured so that high standards of patient care can be maintained. A three year project which seeks to develop a competency-based assessment system for general professional training is underway which hopes to answer some of the concerns and provide an evidence-based system of assessment for the early postgraduate years. This paper looks at the reasoning behind the project, its aims, and the progress made to date.     

Problem-based learning in postgraduate dental education: a qualitative evaluation of students' experience of an orthodontic problem-based postgraduate programme

Introduction:  Problem based learning (PBL) has gained wide acceptance in undergraduate education, but less so in postgraduate education. Qualitative research methodologies can help us gain insight and understanding of the students' experience in undertaking such programmes.
Aim:  To evaluate the experiences of postgraduate students undertaking a PBL based postgraduate programme.
Methods:  Focus groups and semi-structured interviews were used to investigate students' experiences. The qualitative data were coded, the codes were grouped into categories and a coding framework developed. From this a construct is proposed to give insight into students' experiences. The validity of this construct was examined by reviewing the literature.
Results:  Students entered the programme with high expectations, but soon found they had challenges to overcome. They came to realise that they were on a journey, rather than undertaking a sequence of separate individual learning events. PBL led to significant tensions both within the individuals and the group, caused by the conflict between appreciating PBL as a 'good thing' and yet finding that `it just doesn't seem to work'. The fear of failure in a high stakes setting only exacerbated these tensions. The literature review revealed an inconsistent approach to the use of PBL and its evaluation in a postgraduate/continuing medical education setting. However it did provide evidence of similar findings in qualitative studies, supporting the construct developed.
Conclusion:  We have proposed a construct to help in understanding the PBL experience for students undergoing a 'high stakes' orthodontic postgraduate programme with a core of PBL.     

Reforming dental health professions education: a white paper

The oral health education system is in need of major reform! This is especially apparent in university-based education for the health professions. So-called preclinical as well as clinical education simply has not kept pace with or been responsive enough to shifting patient demographics and patient/population desires and expectations, changing health system expectations, evolving interdisciplinary expertise and practice requirements, new scientific discoveries and scientific information, focus on quality improvement, and/or integration of emerging technologies. Moreover, university-based "dental education" is the most costly professional degree education within the entire university portfolio, and dental student accumulated debt is increasing each year well beyond national inflation estimates. Today, we have an enormous opportunity to explore major reforms in health professional education. Through the Santa Fe "process" of open and candid engagements and discussions (see www.santafegroup.org), we advance an argument as well as a national strategy that can enable major reforms in the oral health education system. We further suggest that major revisions can result in an outcome-based education system that prepares oral health professionals to meet both the needs of patients/families/communities and the requirements of a changing health system.     

An investigation into postgraduate dental education in the Newcastle region

The results are presented of a questionnaire on postgraduate dental education in which dental surgeons recorded their professional background and experience, their reasons for failing to attend postgraduate courses and their views on financial arrangements, lectures, lecturers, publicity, future courses, technical training, etc.     

Mentoring and personal development planning in postgraduate dental education: a review

Mentoring and Personal Development Plans (PDPs) are educational tools that have been piloted in postgraduate medical education in recent years. Along with another educational tool, performance appraisal, they have been introduced nationally as part of the recent General Medical Practitioner contract of April 2003. In the light of the compulsory Continuing Professional Development and Lifelong Learning Schemes introduced recently by the General Dental Council for all dentists, mentoring and PDPs will surely have important roles to play in postgraduate dental education in the future. This article reviews the roles that mentoring and PDPs have played in postgraduate education recently.     

口腔医学专业学位研究生教学模式初探

口腔医学是一门实践性很强的学科,特别对专业学位研究生的临床操作能力要求较高。为此,我院针对专业学位研究生教学模式进行了改革,本文以正畸专业为例就相应改革措施作一总结,初步探索合理有效的教学模式。     

Understanding the motivation: a qualitative study of dental students' choice of professional career

Background: Given the changing nature of the dental workforce, and the need to retain the services of future members, it is important to understand why current dental students perceive that they were motivated to study dentistry. Qualitative research provides the opportunity to explore the underlying issues in addition to informing subsequent quantitative research. The objectives of this research were to investigate final‐year dental students’ motivation for studying dentistry and how they perceive this has been modified during their undergraduate degree programme. Methods: Purposive sampling of a representative group of 35 final‐year dental students at King’s College London Dental Institute to participate in audio‐taped focus groups. Qualitative data were analysed using Framework Methodology. Results: The findings suggest a strong emphasis on having a career, providing ‘professional status’, ‘financial benefits’, ‘job security, flexibility and independence’ and ‘good quality of life’. Students reported being attracted by features of the job, supported to a greater or lesser extent by personal experience, family and friends. It appears however that students’ initial motivation is being tempered by their experiences during their undergraduate degree programme, in particular, the ‘responsibilities of an intensive professional education’, their ‘mounting student debt’ and the perception of ‘feeling undervalued’. This perception related to dentistry in general and National Health Service dentistry in particular, being undervalued, by government, patients, the public and members of the dental profession. Conclusions: Students’ vision of a ‘contained professional career’ within health care, providing status and financial benefits, appears to have influenced their choice of dentistry. Pressures relating to student life and policy changes are perceived as impacting on key components of professional life, particularly status in the social and economic order. The implications for educators, professional leaders and policy makers are explored.     

Financing student education in the future

Funding arrangements for university students entering courses will undergo a major change from 2006. From that date, universities will be able to charge students up to pounds 3,000 in tuition fees as a contribution to their education. Dental students may be disproportionately affected by the resulting debt because they will have less opportunity than those in other courses to earn money during a long summer vacation. In addition, dental and medical courses are longer in duration than the typical three year British degree course. We have outlined the major changes in these funding arrangements. Drawing on our experience in the United States and elsewhere in the world, we suggest that further large increases in university tuition fees seem inevitable. A major consequence of rising student debt may be denial of entry into the dental profession of the more disadvantaged in our community. Urgent research and planning needs to be done in advance so that this unpleasant scenario is prevented.