摘要
目的:分析评价问题驱动教学法(problem-based learning,PBL)在中国口腔医学教育中的有效性。方法:搜索“PBL”“问题驱动教学法”“口腔”“牙科”“教育”“口腔医学”等关键词,从中国知网(CNKI)、中国生物医学文献数据库(CBM)中获取基本数据,使用STATA 15.0版本(STATA Corporation,College Station,TX)进行评估。结果:PBL在“理论知识”得分(SMD=1.42,95%CI=1.13~1.71,P<0.01),“学习态度”及“学习能力”(SMD=1.54,95%CI=1.24~1.84,P=0.056),两个方面优于讲授式教学法LBL (lecture-based learning)。结论:PBL较传统模式的LBL在我国口腔医学教育中大大提高了学生们的学习能力,改进了学习态度并促使学生牢牢掌握基础知识,这对今后我国口腔医学教育具有一定的指导意义。
Objective:To analyze and evaluate the effectiveness of problem-based learning(PBL) in Chinese dental education.Methods: “PBL”“problem-driven teaching method”“dentistry”“dental”“education”“dentistry” and other keywords were searched, and basic data were obtained from China Knowledge Network(CNKI), China Biomedical Literature Database(CBM), and evaluated using STATA version 15.0(STATA Corporation, College Station, TX).Results:PBL scored better than lecture-based learning(LBL) in “theoretical knowledge”(SMD=1.42, 95% CI=1.13-1.71, P<0.01), “attitude toward learning”and“learning ability”(SMD=1.54, 95% CI=1.24-1.84, P=0.056) scored better than the lecture-based learning(LBL) method.Conclusion:PBL has greatly improved students’ learning ability, improved learning attitude and motivated students to firmly grasp the basic knowledge than the traditional model of LBL in Chinese dental education, which has certain guiding significance for the future of Chinese dental education.
作者
于洋
冯冠英
林雯
江宏兵
袁华
YU Yang;FENG Guan-ying;LIN Wen(Jiangsu Key Laboratory of Oral Diseases,Nanjing,Jiangsu,210000,China)
出处
《黑龙江医学》
2023年第4期457-461,共5页
Heilongjiang Medical Journal
基金
江苏高校优势学科建设工程资助项目(2018-87)。
