基于证据的教学方法可以提高学生对牙周病病原体的学习
Houda Tebcherany1, Ahmed Khocht2
1Department of General Dentistry, School of Dentistry, Loma Linda University, Loma Linda, California, USA.
Journal of dental education
|November 28, 2023
概括
实施基于证据的教学方法 (EBTA) 显著改善了牙科学生对基于证据的牙科的知识,态度和信心. 这种增强的教学方法也提高了学生在牙科课程中的学术成绩.
科学领域:
- 牙科教育 牙科教育
- 基于证据的牙科.
- 教学研究教学研究
背景情况:
- 传统的牙科课程往往缺乏基于证据的教学方法 (EBTA) 的结构化整合.
- 博士前牙科学生需要提高批判性评估和将证据应用于临床实践的技能.
- 评估新型教学方法的影响对于课程开发至关重要.
研究的目的:
- 评估基于证据的教学方法 (EBTA) 对博士前牙科学生对基于证据的牙科 (EBD) 的知识和态度的影响.
- 确定EBTA的实施是否能在传统牙科课程中提高学术成绩.
- 评估学生信心和获取证据的变化.
主要方法:
- 为一年级牙科学生 (n=100) 提供了为期12周的牙周学基础课程.
- 该课程包括EBTA,重点是研究设计,统计原则,文献搜索和批判性评估.
- 经过验证的调查评估了EBTA前后的知识,态度,获取证据和信心;学业成绩是通过中期和最后的成绩来衡量的.
主要成果:
- 在EBTA实施后,学生对批判性评估的知识显著增加 (p=0.0001) 和对EBD的积极态度 (p=0.0001).
- 学生报告获得证据的频率增加 (p=0.01) 和对评估研究的信心增加 (p=0.009).
- 在EBTA后的最终成绩明显高于中期成绩 (p=0.0001).
结论:
- 将基于证据的教学方法整合到牙科教育中,大大提高了学生对EBD原则的理解和应用.
- EBTA对学生的态度和对利用基于证据的实践的信心产生了积极的影响.
- 实施EBTA显然提高了牙科课程的整体学术成绩.
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