| 隋佰延,陆华,刘昕.基于学制差异的口腔材料学教学质量分析[J].口腔材料器械杂志,2024,33(4):242-246. |
| 基于学制差异的口腔材料学教学质量分析 |
| Analysis on the teaching quality of dental materials science with respect to differences in length of schooling |
| 投稿时间：2024-09-30 修订日期：2024-10-11 |
| DOI：10.11752/j.kqcl.2024.04.09 |
| 中文关键词: 口腔材料学 基础医学教育 汉语学习 学制 教学质量 |
| 英文关键词:Dental material science Basic medical education Chinese language learning Length of schooling Teaching quality |
| 基金项目:国家自然科学基金项目（82271024）；上海交通大学医学院附属第九人民医院交叉基金（JYJC202309）；上海市重中之重研究中心项目（2022ZZ01017）；中国医学科学院医学与健康科技创新工程项目（2019-I2M-5-037） |
| 作者 | 单位 | E-mail | | 隋佰延 | 上海交通大学医学院附属第九人民医院口腔材料科, 上海交通大学口腔医学院, 国家口腔医学中心, 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 | | | 陆华 | 上海交通大学医学院附属第九人民医院口腔材料科, 上海交通大学口腔医学院, 国家口腔医学中心, 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 | | | 刘昕 | 上海交通大学医学院附属第九人民医院口腔材料科, 上海交通大学口腔医学院, 国家口腔医学中心, 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 | liuxin0556@163.com |
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| 中文摘要: |
| 目的 以《口腔材料学》教学效果为切入点，分析不同学制学生考试成绩的差异及其潜在的影响因素。方法 选取上海交通大学口腔医学院2019级~2021级口腔医学专业、总计207人作为研究对象，根据学制将学生分为“八年制”组（n=83）、“五年制”组（n=95）和“留学生”组（n=29），对3组学生的考试成绩进行比较和分析。结果 八年制学生的成绩为（73.49±16.85）分，“优秀”及“良好”的总占比为42.2%，“不及格”占比为15.7%；五年制学生的成绩为（73.11±15.66）分，“优秀”及“良好”的总占比为42.1%，“不及格”占比分别为16.8%；留学生的成绩为（53.62±24.16）分，“优秀”及“良好”的总占比为20.7%，“不及格”占比达51.7%。八年制学生和五年制学生的成绩差异无统计学意义（P＞0.05），而留学生的成绩明显低于五年制和八年制学生（P＜0.05），提示针对留学生的教学效果与其他两种学制学生的教学效果存在较为明显的差异。结论 为全面提高不同学制学生针对《口腔材料学》的教学效果，需考虑在语言课程、教学方法、教材内容和考核方式等方面进行优化，以期推动教育的公平性和高质量发展。 |
| 英文摘要: |
| Objective The teaching effectiveness of Dental Materials Science was used as an entry point to analyze the test scores of students with different lengths of schooling and explore the differences in their scores and the potential influencing factors. Methods A total of 207 students majoring in dentistry from the 2019 to 2021 classes at the School of Stomatology, Shanghai Jiao Tong University, were selected as the research subjects. The students were divided into an“eight-year direct doctoral programme”group (n=83), a“five-year bachelor programme”group (n=95), and an“international five-year bachelor programme”group (n=29) according to their schooling system. The test scores of the three groups of students were compared and analyzed to explore the learning effectiveness and potential problems of students with different schooling systems in dental materials science. Results The scores of the“eight-year direct doctoral programme”group were (73.49±16.85) points, and the total proportion of“excellent”and“good”was 42.2%, while the proportion of“failing”was 15.7%; the scores of the “five-year bachelor programme”group were (73.11±15.66) points, and the total proportion of“excellent”and good”accounted for 42.1% of the total, while“fail”accounted for 16.8% respectively; the scores of“international five-year bachelor programme”were (53.62±24.16) points, and the total proportion of“excellent”and “good”was 20.7%, while the proportion of“fail”was 51.7%. There was no statistically significant difference in the scores between the eight-year students and the five-year students (P＞0.05), while the scores of the international students were significantly lower than those of the five-year and eight-year students (P<0.05), suggesting that there was a significant difference in the teaching effectiveness of international students and the other two groups of students. Conclusion To comprehensively improve the teaching effectiveness of dental materials science for students with different lengths of schooling, it is necessary to consider optimizing aspects such as language courses, teaching methods, textbook content, and assessment methods, with a view to promoting fairness and high-quality education development. |
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