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评估基于问题的学习的有效性与口腔病理学教育中的六个思考帽子相结合

Reena Das¹, Pratibha Ramani², Gheena Sukumaran²

¹Department of Oral and Maxillofacial Pathology, Saveetha Institute of Medical and Technical Sciences, Saveetha Dental College and Hospitals, Saveetha University, Chennai, Tamilnadu, 600077, India. reenadas.sdc@saveetha.com.

BMC oral health

|October 3, 2025

概括

与六个思维帽 (STH) 集成的基于问题的学习 (PBL) 显著提高了口腔病理学住院医生的诊断技能和批判性思维.与传统方法相比,基于问题的学习 (PBL) 显著提高了口腔病理学住院医生的诊断技能和批判性思维. 这种创新方法提高了复杂案例评估的准确性,知识保留和整体满意度.

科学领域:

口腔病理学教育教育口腔病理学教育
医疗教育创新医疗教育创新
诊断技能发展诊断技能发展

背景情况:

传统的口腔病理学教学依赖于被动的幻灯片观察,可能限制批判性思维的发展.
为了解决这些局限性,开发了一种改进的教学方法,将基于问题的学习 (PBL) 与六种思维帽 (STH) 结合起来.
该研究旨在提高诊断技能,以评估具有挑战性的口腔病理病例.

研究的目的:

评估PBL与STH方法集成的有效性,以提高口腔病理学住院医生的诊断准确度.
评估PBL-STH对居民批判性思维,知识保留和整体满意度的影响.
将PBL-STH方法与传统的基于幻灯片的教学进行比较.

主要方法:

一组15名口腔病理学住院医生参与了这项研究.
住户的诊断准确性,批判性思维和知识保留被评估,使用传统教学和PBL-STH方法.
PBL-STH框架涉及通过结构化的小组讨论对临床和组织病理学数据,包括免疫组织化学标记物的多视角分析.

主要成果:

对于DLBCL的诊断准确性从传统教学中的40%提高到PBL-STH的86.6%.
批判性思维和风险分析得分在PBL-STH (93.3%与30%相比) 显著更高.
两周后的知识保留率 (90%对55%) 和整体满意度 (93%对50%) 在PBL-STH方法下明显更好.

结论:

与STH方法集成的PBL在提高口腔病理学诊断准确性,批判性思维和知识保留方面显著优于传统方法.
这种创新方法促进了更深入的分析和协作,在复杂的诊断病例中被证明是有效的.
在医学和牙科课程中实施PBL-STH可以提高跨专业的临床推理和诊断技能.

关键词:

诊断的准确性诊断的准确性扩散性大B细胞淋巴瘤 (DLBCL)口腔病理学口腔病理学基于问题的学习 (PBL)圆细胞新生体的形成.六个思考帽子 (STH)

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