2种教学方法在牙体牙髓病学教学中的应用比较

目的 比较案例学习（CBL）联合问题导向学习（PBL）教学法与传统教学法（LBL）在牙体牙髓病学中的应用效果。方法 选取安徽医科大学口腔医学院2014级60名本科生为研究对象，根据随机数字表法分为试验组与对照组，每组30名。试验组采用CBL联合PBL教学法，对照组采用LBL教学法。两组教学效果通过试卷考核和问卷调查进行评价。结果 两组试卷客观题成绩差异无统计学意义（P>0.05），试验组主观题和总分明显高于对照组，差异有统计学意义（P<0.05）。试验组学生在教学模式满意、调动学习积极性、分析解决问题能力、查阅文献能力、临床思维能力、医患沟通能力、团队合作能力、语言表达能力等均优于对照组，差异有统计学意义（P<0.05）。结论 CBL联合PBL教学模式可显著提高牙体牙髓病学的教学质量。

Comparison of two teaching methods applied in endodontics

Objective To compare the application valueof CBL combined with PBL teaching method and LBL teaching method in endodontics. Methods Sixty undergraduates were randomly divided into two groups. The experimental group adopted CBL combined with PBL teaching method and the control group received LBL teaching method,with 30 people in each. The teaching effect was evaluated through the teaching assessment and questionnaire survey. Results There was no significant difference between the two teaching methods in objective test(P>0.05), but the subjective test and total scores in experimental group were significantly higher than those incontrol group (P<0.05). The experimental group was better than the control group in questionnaire survey including satisfaction of teaching modes,study enthusiasm,analysis of problems-solving skill,ability of literature review,clinical thinking ability,doctor-patient communication skills,teamwork ability, language competence,communication skill withteachers and the future use(P<0.05). Conclusion CBL combined with PBL teaching method can significantly improve the quality of teaching in endodontics.