| 詹婧彧,熊颖盈,杨雯洁,陈曦.整合课程在口腔医学教育中的实践与挑战：一项基于横断面调查的师生反馈分析[J].口腔材料器械杂志,2026,35(3):170-175. |
| 整合课程在口腔医学教育中的实践与挑战：一项基于横断面调查的师生反馈分析 |
| Practice and Challenges of an Integrated Curriculum in Dental Education: A Cross-Sectional Survey of Faculty and Student Feedback |
| 投稿时间：2025-12-25 修订日期：2026-01-08 |
| DOI：10.11752/j.kqcl.2026.03.08 |
| 中文关键词: 口腔医学 整合教学 本科教学 |
| 英文关键词:Stomatology Integrated curriculum Undergraduate education |
| 基金项目:2019上海交通大学医学院整合课程项目建设 |
| 作者 | 单位 | E-mail | | 詹婧彧 | 上海交通大学医学院附属第九人民医院口腔预防科, 上海 200011
上海交通大学口腔医学院, 上海 200011
国家口腔医学中心, 口腔疾病国家临床医学研究中心, 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 | | | 熊颖盈 | 上海交通大学口腔医学院, 上海 200011 | | | 杨雯洁 | 上海交通大学医学院附属第九人民医院口腔预防科, 上海 200011
上海交通大学口腔医学院, 上海 200011
国家口腔医学中心, 口腔疾病国家临床医学研究中心, 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 | | | 陈曦 | 上海交通大学医学院附属第九人民医院口腔预防科, 上海 200011
上海交通大学口腔医学院, 上海 200011
国家口腔医学中心, 口腔疾病国家临床医学研究中心, 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 | 371921358@qq.com |
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| 中文摘要: |
| 目的 口腔医学整合课程是对不同学科的相关教学内容进行整合，实现基础理论教学与临床实践课程的深度交融，通过采用多元化教学模式和方法，拓宽教学的广度。本研究采用问卷调查法，调研教师和学生对口腔医学整合课程的认识情况，为未来口腔医学教育改革提供依据。方法 本研究分别设计了教师和学生两套问卷，其中教师问卷采用抽样调查的方法，针对13个教研室，每个教研室发放3份问卷；学生主要包括正在参与或已参与过整合课程的大四和大五学生。结果 共回收了120份问卷。教师和学生均认为整合课程有利于口腔医学教育，87.2%的教师认为整合课程对学生能力提升有帮助，并且有助于提升教学效果（84.6%）;80.3%的学生认可整合课程对口腔医学学习的必要性，并且认为对专业学习有帮助（81.5%）。不少教师希望建立更高效的协作平台，开展统一培训，共享教学资源。学生认为整合教学学习难度较大，希望增加理论和实践相结合的教学内容。结论 整合课程理念已经贯穿于口腔医学教育全过程，随着本科教育改革的深入，口腔医学院校应结合自身实际对既有课程体系进行进一步优化和探索。 |
| 英文摘要: |
| Objective The integrated stomatology curriculum integrates relevant teaching content from different disciplines, facilitating the mutual integration of basic theoretical instruction and clinical practice courses. It employs various teaching models and methods to broaden the breadth of teaching. This study aims to, through questionnaire surveys, gain insights into teachers' and students' perceptions of the integrated stomatology curriculum and provide a basis for future reforms in stomatology education. Methods Two separate questionnaires were developed—one for teachers and one for students. Teacher questionnaires were distributed via stratified sampling: three questionnaires were sent to each of 13 departments. Student questionnaires targeted the fourth-and fifth-year students who were currently enrolled in or had previously completed the integrated courses. Results A total of 120 valid questionnaires were returned. Both groups agreed that the integrated curriculum benefits stomatology education. Approximately 90% of teachers believed it enhanced students' competencies(87.2%) and improved teaching effectiveness(84.6%). The majority of students acknowledged its necessity(80.3%) and found it helpful for professional learning(81.5%). Meanwhile, many teachers requested the establishment of more efficient collaborative platforms, unified training programs, and shared teaching resources. Students reported that the integrated courses were challenging and expressed a desire for closer integration of theory and practice. Conclusion The concept of curricular integration has permeated the entire stomatology educational continuum. As undergraduate education reform deepens, dental schools should further optimize and explore their existing curricula in accordance with their unique contexts. |
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