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基于讲座和团队学习的应用在牙科:在课堂上和在线
Biyao Wang1, Shan Jin2, Minghao Huang3
1The VIP Department, School and Hospital of Stomatology, China Medical University, Liaoning Provincial Key Laboratory of Oral Diseases, Shenyang, China.
BMC medical education
|March 8, 2024
概括
讲座以团队为基础的学习 (LTBL) 提高了牙科学生的学习效率和满意度. 虽然在线LTBL是可行的,但在课堂上的LTBL,特别是记录在线组件,在可移动部分假牙设计教育方面表现更好.
科学领域:
- 牙科教育 牙科教育
- 牙修复 牙修复 牙修复 牙修复 牙修复
- 教育技术的教育技术
背景情况:
- 对牙科学生进行讲座-团队学习 (LTBL) 的有效性进行评估.
- 在可拆卸部分假牙设计中评估学生对LTBL的态度.
- 在课堂上,在线和混合LTBL交付方法进行比较.
研究的目的:
- 评估牙科学生的学习效率和对LTBL的态度.
- 为了比较在课堂上,在线和联合LTBL模式的结果.
- 确定教学可拆卸部分假牙设计的最佳LTBL格式.
主要方法:
- 在七个学年 (2015-2021) 的比较研究.
- 使用在课堂上,在线和组合的LTBL格式.
- 通过准备测试和应用测试评估学习;使用视觉模拟量表 (VAS) 测量知识掌握,并通过利克特量表问卷表测量满意度.
主要成果:
- 随着课程的进展,考试成绩和VAS成绩的显著改善被观察到.
- 在线LTBL (2020年) 与实习和组合模式 (2019年,2021年) 相比,得分较低.
- 学生们对LTBL在知识获取,团队合作和课堂氛围方面表示高度满意.
结论:
- 在课堂和在线格式中,LTBL提高了学生的学习和满意度.
- 在线LTBL是远程学习情况的可行替代方案.
- 将课堂中的LTBL与录制的在线组件相结合,可以提供更好的教育成果.
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