与传统教学相比,翻转学习的有效性,教牙科学生拔牙的教学方法
Emine Asena Singer1, Emrecan Ertaş1, Emel Bulut1
1Faculty of Dentistry, Department of Oral and Maxillofacial Surgery, Ondokuz Mayıs University, Samsun, Turkey.
Journal of dental education
|October 22, 2025
概括
翻转学习,使用视频演示,帮助牙科学生进行首次牙提取独立和更少的焦虑. 然而,这并没有完全提高他们的信心或理论知识.
科学领域:
- 牙科教育 牙科教育
- 进行外科手术技能培训.
- 医学教学医学教学
背景情况:
- 传统的理论教学是教牙科程序的标准.
- 翻转学习模型,结合基于视频的教学,提供了另一种教学方法.
- 评估创新的教学方法对于提高牙科学生能力至关重要.
研究的目的:
- 为了比较翻转学习与牙拔牙教育传统讲座的有效性.
- 评估反转学习模型中的示范视频对牙科学生的表现和焦虑的影响.
- 确定翻转学习对学生准备能力和临床提取能力感知的影响.
主要方法:
- 一项前性比较研究涉及112名牙科四年级学生.
- 学生被随机分配到一个翻转学习组 (基于视频) 和一个控制组 (讲座).
- 临床后提取,问卷评估了无助的表现,焦虑,准备和能力.
主要成果:
- 翻转学习显著增加了无助提取 (58.1%比36.0%) 和减少了程序性焦虑.
- 翻转组的学生报告说,对乐器训练的满意度更高.
- 在感知到的教学有用性,理论准备或自我评价仪器能力方面没有发现显著差异.
结论:
- 翻转学习增强了程序独立性,并减少了牙科学生最初临床提取的焦虑.
- 视频支持的翻转指令对技术和情感准备有积极的影响.
- 需要补充的策略,以充分发展学生的自我认知能力和理论准备在牙科课程.
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