不同教学方法在提高牙科本科生知识和恢复性水泥操纵技能的有效性
Anju Varughese1, Remya M1, Deepthy S1
1Department of Conservative Dentistry and Endodontics, Amrita School of Dentistry, Amrita Vishwa Vidyapeetham, Kochi, IND.
Cureus
|September 30, 2024
概括
与智能课堂 (SC) 和传统教学 (TT) 方法相比,翻转学习 (FL) 显著提高了牙科学生在操纵修复水泥方面的理论知识和实践技能. 在牙科教育方面,FL表现出卓越的有效性.
科学领域:
- 牙科教育 牙科教育
- 医疗模拟 医疗模拟
- 恢复性牙科 恢复性牙科
背景情况:
- 发展手工敏捷性对于牙科学生至关重要.
- 需要有效的教学方法来传授牙科修复程序的知识和实践技能.
- 修复性材料操纵是牙医的核心能力之一.
研究的目的:
- 为了比较翻转学习 (FL),智能课堂 (SC) 和传统教学 (TT) 方法的有效性.
- 从理论知识的获取和实际技能发展的角度来评估这些方法.
- 为了评估牙修复水泥的操纵.
主要方法:
- 60名一年级本科牙科学生被分为三组 (TT,SC,FL).
- 每个小组都接受了三种不同的牙科修复凝固的指导,使用他们分配的教学方法.
- 知识和技能评估得分在干预后进行评估.
主要成果:
- 飞行组获得了显著更高的知识评估分数 (p = 0.001).
- 与TT相比,FL和SC组的技能评估得分显著更高 (p = 0.001).
- 在FL和SC之间没有观察到技能得分的显著差异 (p = 0.798).
结论:
- 翻转学习在牙科修复性水泥操纵方面的知识获取方面比SC和TT更有效.
- 在发展该领域的实践技能方面,FL和SC同样有效且优于TT.
- 在牙科教育中,FL提供了一种卓越的方法来增强理论知识和临床能力.
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