在口腔放射学课程中对分层课程和基于项目的学习方法进行比较分析
Derya İçöz1, Bilgün Çetin1, Osman Özdemir2
1Department of Oral and Maxillofacial Radiology, Selcuk University, Faculty of Dentistry, Konya, Turkey.
Journal of dental education
|November 15, 2024
概括
层次课程方法 (LCM) 和基于项目的学习方法 (PBLM) 改善了牙科学生在评估囊和瘤方面的学术表现. 两种教学方法之间没有发现显著差异.
科学领域:
- 牙科教育 牙科教育
- 口腔和牙面部外科手术
- 医学教学医学教学
背景情况:
- 牙囊和瘤在牙科实践中至关重要.
- 需要有效的教学方法来提高学生对这些条件的理解.
研究的目的:
- 为了比较分层课程方法 (LCM) 和基于项目的学习方法 (PBLM) 对牙科学生的有效性.
- 评估学生在诊断下囊和瘤方面的学习.
主要方法:
- 49名3年级牙科学生被随机分配到LCM或PBLM组.
- 一项为期5周的干预涉及自主学习与教育工作者采访 (LCM) 或小组项目 (PBLM).
- 测试前后,以及问卷,评估学习成果和学生反.
主要成果:
- 与测试前分数相比,LCM和PBLM的测试后分数显著改善 (p < 0.001).
- 在LCM和PBLM组之间没有观察到学业成绩的统计学意义上的差异 (p > 0.05).
结论:
- 无论是PBLM还是LCM,都对大学生牙科教育产生了积极的影响,提高了学术成绩.
- 在这两组中,学生报告说研究技能,学习习惯和动机都有所改善.
- 该研究建议将类似的方法纳入牙科课程,与多重智能理论保持一致.
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