在牙科的教学逃生游戏之后,对6个月的知识保留和满意度的评估
Lina Grich1, Elisabeth Dursun2,3, Stephane Le-Goff1,2
1Department of Dental Materials, Faculty of Dental Surgery, Université Paris Cité, Paris, France.
Journal of dental education
|February 3, 2026
概括
牙科学生对教学逃生游戏 (PEGs) 的长期满意度很高,但知识保留率有所不同. 儿童牙科知识保持稳定,而3D打印知识在没有临床强化的情况下下降.
科学领域:
- 牙科教育 牙科教育
- 医疗模拟 医疗模拟
- 知识保留 知识保留
背景情况:
- 教学逃生游戏 (PEGs) 提供创新的学习体验.
- 评估长期知识保留和满意度对于评估教育干预至关重要.
研究的目的:
- 在牙科课程中实施两个PEG后,评估6个月的知识保留和长期满意度.
- 这些PEG涵盖了基础 (3D打印) 和临床 (儿科牙科) 的主题.
主要方法:
- 一个单心串行横截面研究使用真假测试评估了即时和延迟的知识.
- 延迟的知识在PEG后6个月被评估在独立的学生队伍中.
- 长期满意度和感知到的教育价值是使用利克特级别问卷来衡量的.
主要成果:
- 3D打印的知识分数下降,但6个月后儿童牙科的知识分数保持稳定.
- 3D打印知识的损失集中在概念和程序项目上.
- 学生报告了高的长期满意度,感知到的学习益处,以及对更多PEGs的渴望.
结论:
- 经过PEG后的知识保留因主题而异,受临床强化影响.
- 基础主题可能需要间隔刷新,以持续学习.
- 培训组是一个有价值的教育工具,支持与后续战略的整合.
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