PDCA结合参与式教学模式在口腔修复实践教学中的应用

田瑞雪; 李建成; 杨东昆; 路晓淼; 赵莉莉

doi:10.16766/j.cnki.issn.1674-4152.002563

PDCA结合参与式教学模式在口腔修复实践教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002563

蚌埠医学院第一附属医院口腔科，安徽蚌埠 233004

基金项目:

安徽省高等学校省级质量工程项目 2020jyxm1198

蚌埠医学院校级质量工程重点项目 2020fyjyxm05

详细信息

通讯作者:
田瑞雪, E-mail: helen20040516@163.com

中图分类号: R192 R781
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- 被引次数: 0
出版历程
- 收稿日期: 2021-11-09
- 网络出版日期: 2022-09-23

Application of PDCA and participatory teaching model in the experiment teaching of prosthodontics

Department of Stomatology, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的基于目前传统口腔修复学实践教学的缺点及不足，采用一种新的教学方法，将PDCA[P(plan)计划，D(do)实施，C(check)检查，A(action)]和参与式教学模式相结合，由教师和学生共同参与课堂教学质量管理，在教学板块循环应用，探讨其教学效果。方法选取2017级口腔医学本科专业大三学生99名，按照随机数表字法分为2组，观察组49人，对照组50人。观察组学生选用PDCA与参与式教学的方式进行授课教学，对照组学生使用传统教学手段对其进行授课。在期末时对比2组学生的理论知识以及操作能力的掌握程度，并给学生发放问卷，让学生对于本学期的授课方式进行主观的评价，对本学期课程的掌握程度进行评价。结果 2组理论分数分别为：观察组(81.35±5.21)分、对照组(76.86±6.33)分；操作成绩为：观察组(83.73±6.87)分、对照组(77.69±5.29)分，比较差异均具有统计学意义(均P＜0.01)；问卷调查中，观察组在师生互动、学习兴趣调动、创新思维能力、查阅文献能力这4个方面的评价好于对照组，差异有统计学意义(χ²=21.881、16.412、58.394、29.952，均P＜0.05)；2组在课堂纪律表现方面比较，差异无统计学意义(P＞0.05)。结论 PDCA联合参与式教学手段在课堂中的效果十分明显，可以在口腔修复学这门学科中推广使用，增加学生对于理论知识的记忆能力以及提高学生动手操作能力。
- PDCA循环 /
- 参与式教学 /
- 口腔修复学 /
- 实践教学
Abstract: Objective On the basis of the shortcomings of the current traditional practice teaching of prosthodontics, a new teaching method, which combines PDCA [P (plan), D(do), C (check), A (action)] with participatory teaching mode, is adopted. Teachers and students participate in classroom teaching quality management and the new method is applied in teaching plate in a circular manner to discuss its teaching effect. Methods A total of 99 students, who were admitted from stomatology major in 2017 at Bengbu Medical College, were randomly divided into observation group (49, participatory reaching + PDCA) and control group (50, traditional teaching model). The students in both groups were tested using a questionnaire survey. At the end of the semester, the theoretical knowledge achievement and the clinical skill ability of the two groups were evaluated and compared. Meanwhile, the questionnaire survey was conducted to make a subjective evaluation of the teaching methods of this semester and evaluate the mastery of the courses of this semester. Results The theoretical scores of the observation group and the control group were (81.35±5.21) points and (76.86±6.33) points, respectively. The operation scores were (83.73±6.87) points and (77.69±5.29) points, respectively. The differences was statistically significant (all P < 0.01). According to the questionnaire survey, the observation group was better than the control group in the four aspects of teacher-student interaction, learning interest mobilisation, innovative thinking ability and literature review ability, and the difference was statistically significant (χ²=21.881, 16.412, 58.394 and 29.952, respectively, all P < 0.05). No significant difference was found in classroom discipline performance between the two groups (P>0.05). Conclusion The participatory teaching method combined with PDCA mode has a good effect in testing clinical teaching and it could be applied in the test clinical practice teaching.
- PDCA circulation /
- Participatory teaching /
- Prosthodontics /
- Practice teaching

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表 1 2组学生理论考试及操作技能考核成绩比较(x ±s，分)

Table 1. Comparison of the results of theoretical examination and operational skill examination between the two groups of students

组别	人数	理论成绩	操作成绩
观察组	49	81.35±5.21	83.73±6.87
对照组	50	76.86±6.33	77.69±5.29
t值		3.851	4.912
P值		＜0.001	＜0.001

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表 2 2组学生对各自教学方法满意度的评价结果比较[人(%)]

Table 2. Comparison of evaluation results of two groups of students'satisfaction with their teaching methods [person (%)]

组别	人数	满意度	课堂纪律	师生互动	学习兴趣调动	查阅文献能力提高	创新思维能力提高
观察组	49	满意	40(81.63)	46(93.88)	45(91.84)	47(95.92)	43(87.76)
		不满意	9(18.37)	3(6.12)	4(8.16)	2(4.08)	6(12.24)
对照组	50	满意	39(78.00)	26(52.00)	28(56.00)	10(20.00)	17(34.00)
		不满意	11(22.00)	24(48.00)	22(44.00)	40(80.00)	33(66.00)
χ²值			0.203	21.881	16.412	58.394	29.952
P值			0.653	< 0.001	< 0.001	< 0.001	< 0.001

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