评估基于案例的学习,以提高牙科学生在腔室准备中的表现:试点研究
Osama Khattak1, Najem Ghanem Alruwaili2, Layan Mohammed M Alarjan2
1Department of Restorative Dentistry, Jouf University, Sakaka, SAU.
Cureus
|October 14, 2024
概括
基于案例的学习 (CBL) 显著提高了牙科学生对腔准备的信心,弥合了理论和实践之间的差距. 这种积极学习方法提高了临床牙科教育的技能和准备.
科学领域:
- 牙科教育 牙科教育
- 手术牙科是指手术牙科.
- 积极学习策略 积极学习策略
背景情况:
- 本科牙科学生努力将理论知识转化为临床能力,以准备腔腔.
- 这种理论与实践之间的差距可能导致信心下降,压力增加和临床错误.
- 基于案例的学习 (CBL) 是一种积极的学习方法,有可能提高医疗保健中的临床技能.
研究的目的:
- 探索基于案例的学习 (CBL) 的有效性,以增强本科牙科学生对腔准备的信心.
- 评估CBL在弥合手术牙科的理论与实践差距方面的潜力.
主要方法:
- 一项试点研究,对30名牙科二年级学生进行了试点研究,使用了干预前后设计.
- 参与者在CBL前,CBL后和第一次临床腔室准备后完成了信心调查.
- CBL涉及交互式案例讨论和实践实验室练习,模拟现实世界牙科程序.
主要成果:
- 基于案例的学习 (CBL) 显著提高了学生对修改腔的准备和理解除的信心 (p < 0.05).
- 对修改腔室制剂的信心从前CBL的2.91上升到临床后的5.52.
- 在没有教师指导的情况下进行空腔准备的信心显示,从2.67增加到3.64.
结论:
- 将基于案例的学习 (CBL) 纳入牙科课程可以显著提高学生对腔准备的信心.
- 在弥合理论与实践之间的差距方面,CBL显得有前途,更好地为学生做好临床牙科实践的准备.
- 需要进一步的研究来评估CBL在牙科教育中的长期影响和最佳实施.
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