TBL教学法在口腔种植学教学中的初步应用及学生认知度调查<br />-《中国美容医学》

文章信息/Info

Title:: The Preliminary Application of TBL Teaching Method in Oral Implantology and Evaluation of Cognitive Ability of Students

Author(s):: XIE Chao; LI De-hua; SONG Ying-liang; MA Wei; LIU Yan; WEI Hong-bo

摘要:: [摘要]目的：评价TBL教学法在口腔种植学教学中的效果及学生对TBL教学法的认知情况。方法：按照TBL教学法进行课前准
备和教案编写，将学生分组后进行个人测试，再进行以团队为基础的讨论，最后统计测试成绩。课后通过问卷调查对学生的
TBL教学法的认知情况进行了解。结果：学生团队合作平均测试成绩高于TBL教学实施前个人测试平均成绩，差异具有统计学
意义(P ＜0.05)。问卷调查显示，所有学生均了解并满意TBL教学模式，愿意继续使用TBL教学模式进行学习。同时93.3%的
学生认为通过TBL学习后能够很快掌握所学知识，86.7%的学生认为该模式可以提升学习主动性，学生对课程的总体评分达到
9.18分。结论：TBL教学法在提高学生的学习兴趣及对口腔种植学教学方面优于传统教学法，在口腔种植学教学中必将有更
好的应用前景。

Abstract:: Abstract: Objective To evaluate the effect of TBL teaching method in oral implant teaching and the students’ cognition of TBL
teaching method. Methods In accordance with the TBL teaching method for the preparation before class and writing teaching
plans, the students were divided into three groups followed by individual tests and team based discussions, and the results of the
test were statistically figured out. After class, the students’ cognition of TBL teaching method was mastered by questionnaire.
Results The learning achievement of team cooperation group was 19.4 points higher than that of individual student, and the
difference was statistically significant (P ＜0.05). The questionnaire survey showed that all students were satisfied with the TBL
teaching method and willing to continue to use the TBL teaching model for learning. Meanwhile, 93.3% of the students held
that they could quickly master new knowledge after TBL teaching activities. 86.7% of the students thought that this mode could
improve the initiative in learning. The overall score of students gave to this teaching method reached 9.18 score. Conclusion
TBL teaching method is superior to traditional teaching method in improving students’ interest in learning knowledge of dental
implantology, and it will definitely have better application prospects in teaching in dental implantology.