Volume 20 Issue 7
Jul.  2022
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Article Navigation >  Chinese Journal of General Practice  > 2022  >  20(7): 1223-1225
TIAN Rui-xue, LI Jian-cheng, YANG Dong-kun, LU Xiao-miao, ZHAO Li-li. Application of PDCA and participatory teaching model in the experiment teaching of prosthodontics[J]. Chinese Journal of General Practice, 2022, 20(7): 1223-1225. doi: 10.16766/j.cnki.issn.1674-4152.002563
Citation: TIAN Rui-xue, LI Jian-cheng, YANG Dong-kun, LU Xiao-miao, ZHAO Li-li. Application of PDCA and participatory teaching model in the experiment teaching of prosthodontics[J]. Chinese Journal of General Practice, 2022, 20(7): 1223-1225. doi: 10.16766/j.cnki.issn.1674-4152.002563
shu

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

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

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

Funds:

 2020jyxm1198

 2020fyjyxm05

  • Received Date: 2021-11-09
    Available Online: 2022-09-23
    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.

     

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