整合基于团队和同行教学策略的标准化牙科住院:积极学习和专业成长的道路
Leshi Wang1, Peiwen Chen2, Xiao Wang3
1Department of Periodontology, School and Hospital of Stomatology, Guangdong Engineering Research Center of Oral Restoration and Reconstruction & Guangzhou Key Laboratory of Basic and Applied Research of Oral Regenerative Medicine, Guangzhou Medical University, Guangzhou, China.
综合的基于团队学习 (TBL) 和同行教学 (PT) 模式显著提高了牙科住院医生的理论知识,临床技能和参与度. 这种方法增强了合作和满意度,为传统牙科教育提供了更好的替代方案.
科学领域:
- 牙科教育 牙科教育
- 医疗培训 医学培训
- 牙科 牙科是指牙科的专业.
背景情况:
- 传统的牙科实习教育通常依赖于以教师为中心的方法.
- 需要创新的教学方法来加强居民培训.
- 评估新的综合学习模式对于推进牙科教育至关重要.
研究的目的:
- 评估一个集成的基于团队学习 (TBL) 和同行教学 (PT) 模型的有效性.
- 将TBL+PT模型与牙科住院的传统教学方法进行比较.
- 评估理论知识,临床能力和居民参与度的改进.
主要方法:
- 一项涉及两组牙科住院医生的比较研究 (2021-22年传统,2022-23年TBL+PT).
- 在培训后进行了标准化理论考试和客观结构化临床考试 (OSCE).
- 用学生课程参与调查问卷 (SCEQ) 来衡量学生参与度,并通过学生满意度调查 (SSS) 来衡量满意度.
主要成果:
- 在TBL+PT队列中,理论测试得分和欧安组织在关键临床技能方面的表现显著提高.
- 住户在TBL+PT组报告显著更高的参与度,特别是在情感参与和参与.
- 学生满意度有所提高,在TBL+PT模型中对教学质量和以学生为中心的学习有积极的反.
结论:
- 综合团队学习 (TBL) 和同行教学 (PT) 显著提高了牙科住院医生的理论知识和临床技能.
- 与传统方法相比,这种模式促进了学习者更大的参与,协作和满意度.
- TBL+PT方法为口腔医学当代牙科住院培训提供了一个有希望的,有效的替代方案.
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