引用本文:张琦,陈灏,王若旬,亓益品,韦曦,高燕,麦穗.整体思维培养在牙体牙髓病科实习教学中的实践[J].中华医学教育探索杂志,2022,21(12):1700-1704
整体思维培养在牙体牙髓病科实习教学中的实践
Exploration on the cultivation of holistic thinking in endodontic practice teaching
DOI:10.3760/cma.j.cn116021-20211203-01111
中文关键词:  整体思维  临床教学  口腔医学  牙体牙髓病学
英文关键词:Holistic thinking  Clinical teaching  Stomatology  Endodontics
基金项目:2018年广东省高等教育教学改革项目(52000-18842592);2018年中山大学本科教学质量工程类项目(52000-18832617);2019年本科教学质量工程项目(87000-18842502);一流医院建设项目(174-2018-XMZC-0001-03-0125/C-01);四类金课建设项目(87000-31911131)
作者单位E-mail
张琦 中山大学光华口腔医学院附属口腔医院牙体牙髓病科广州 510055  
陈灏 中山大学光华口腔医学院附属口腔医院牙体牙髓病科广州 510055  
王若旬 中山大学光华口腔医学院附属口腔医院牙体牙髓病科广州 510055  
亓益品 中山大学光华口腔医学院附属口腔医院牙体牙髓病科广州 510055  
韦曦 中山大学光华口腔医学院附属口腔医院牙体牙髓病科广州 510055  
高燕 中山大学光华口腔医学院附属口腔医院牙体牙髓病科广州 510055  
麦穗 中山大学光华口腔医学院附属口腔医院牙体牙髓病科广州 510055 maisui@mail.sysu.edu.cn 
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中文摘要:
      目的 探讨整体思维培养在牙体牙髓病科实习教学中帮助学生建立临床整体思维的有效性。方法 在牙体牙髓病科临床实习中对中山大学光华口腔医学院2013级(A组,174人)和2014级(B组,92人)学生采用整体思维培养。通过出入科考核和问卷调查,并与历史同期2012级(C组,88人)学生的成绩对比等方法,评价该方法的有效性。使用SPSS 20.0进行单因素方差检验和t检验。结果 A、B组入科、出科考核成绩及病例汇报分项成绩差异无统计学意义,整体性思维分项成绩在实习后提高。与C组相比,A、B组出科考核成绩及病例汇报分项成绩均提高。问卷结果显示,87.9%(153/174)的学生认为该模式有利于整体思维建立,但77.6%(135/174)的学生认为该模式在内容和时间分配上仍需进一步改进。结论 整体思维培养模式在牙体牙髓病科实习中效果肯定,进一步完善后值得在其他科室推广应用。
英文摘要:
      Objective To investigate the effect of holistic thinking training mode on establishing clinical holistic thinking in endodontic practice teaching for students. Methods Holistic thinking training mode was applied among Batch 2013 (group A, n=174) and Batch 2014 (group B, n=92) students of Guanghua School of Stomatology, Sun Yat-sen University. The teaching results were evaluated by the scores before and after the training and questionnaire, and by comparing their scores with those of Batch 2012 (group C, n=88) students. SPSS 20.0 was used to conduct one-way ANOVA and t test. Results Compared the scores of students in group A with group B, the total scores before and after the training and the scores of "case report" were not statistically different, but the scores of holistic thinking were significantly improved after the training. Compared with the scores of students in group C, the total scores after the training and the "case report" scores of group A and B were significantly higher. The results of the questionnaire showed that 87.9%(153/174) of the students thought the training mode was conducive to the establishment of holistic thinking, but 77.6%(135/174) thought further improvement was needed in terms of content and time allocation. Conclusion Holistic thinking training mode has a positive effect on the endodontic practice teaching, and is worth promoting in other departments after further improvement.
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