姚辉,沈雪敏,唐国瑶.口腔黏膜病学本科理论考试中PBL教学内容相关题和无关题的成绩分析[J].口腔材料器械杂志,2020,29(2):52-55.
口腔黏膜病学本科理论考试中PBL教学内容相关题和无关题的成绩分析
Analysis of the scores of PBL content-relevant and irrelevant tests in the oral medicine theoretical examination among undergraduate dental students
投稿时间：2019-05-08  修订日期：2019-06-12
DOI：10.11752/j.kqcl.2020.02.10
中文关键词:  传统理论授课  PBL教学法  口腔黏膜病学  本科教学
英文关键词:Lecture-based learning  Problem-based learning  Oral mucosal diseases  Dental students
基金项目:上海交通大学医学院附属第九人民医院临床教学激励计划（编号：2017年）
作者单位E-mail
姚辉 上海交通大学医学院附属第九人民医院·口腔医学院口腔黏膜科, 国家口腔疾病临床医学研究中心, 上海市口腔医学重点实验室, 上海市口腔医学研究所, 上海 200011  
沈雪敏 上海交通大学医学院附属第九人民医院·口腔医学院口腔黏膜科, 国家口腔疾病临床医学研究中心, 上海市口腔医学重点实验室, 上海市口腔医学研究所, 上海 200011 kiyoshen@163.com 
唐国瑶 上海交通大学医学院附属第九人民医院·口腔医学院口腔黏膜科, 国家口腔疾病临床医学研究中心, 上海市口腔医学重点实验室, 上海市口腔医学研究所, 上海 200011 tanggy@shsmu.edu.cn 
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中文摘要:
      目的 评价理论授课结合PBL教学法应用于口腔黏膜病学本科教学中的效果。方法 以2014级、2015级78名口腔医学专业本科生为研究对象,这些学生同时接受理论授课结合PBL教学,其理论考试成绩分为PBL教学内容相关题组和PBL教学内容无关题组,计算其平均分、优秀率、良好率和及格率。使用GraphPad Prism 6.00软件进行统计分析,两样本均数的比较,采用Mann Whitney检验进行统计学分析;两组样本率的比较,采用Pearson卡方检验。结果 PBL教学内容相关题的平均分和及格率劣于PBL教学内容无关题(P=0.026,P=0.000 3),前者的优秀率优于后者(P=0.008 7);但是两组良好率的差异无统计学意义(P=0.826)。结论 PBL教学法有利有弊,因而需要教师扬长避短。
英文摘要:
      Objective The aim of this study was to assess the effects of lecture-based learning combined with problem-based learning in oral mucosal diseasesamong undergraduate dental students. Methods Seventyeight undergraduate dental students, who enrolled in our dental school in 2014 and 2015, studied with lecture-based learning combined with PBL (problem-based learning) method in oral medicine. Their scores were divided into 2 groups, the PBL content-relevant test group and the PBL content-irrelevant test group. We also calculated their average score, passing rate, good score rate and excellence rate. Mann Whitney test was applied to assess average score difference between the two groups. Pearson's chi-squared test was employed to analyze differences of passing rate, good score rate and excellence rate between the two groups. All data were analyzed with GraphPad Prism 6.00 software package. Results The average score (P=0.026) and passing rate (P=0.000 3) in the PBL contentrelated test group were significantly lower compared to that in the PBL content-irrelevant test group. However, the excellence rate (P=0.008 7) in the PBL content-related test group was significantly higher compared to that in the PBL content-irrelevant test group. There was no significant difference in good score rate between them (P=0.826). Conclusions PBL teaching method has its pros and cons, so teachers need to take advantage of it and avoid its disadvantage.
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