CAJ | 학술논문

目的分析比较LBL-PBL（基于授课的学习-基于问题的学习）与LBL（基于授课的学习）两种教学方法在临床医学专业口腔科学教学中对学生学习效果的影响。方法以我校临床医学专业本科学生180名为研究对象，分为LBL组和LBL-PBL组，每组90人，分别采用LBL传统教学法和LBL-PBL教学法进行教学，通过考试成绩和问卷调查方式对两组的效果进行评价。结果两组学生在理论考试成绩上无显著性差异，但在问卷调查评分上，LBL-PBL组高于LBL组，且差异有统计学意义。结论 LBL-PBL教学法可提高临床医学专业学生学习口腔科学课程的学习积极性和主动性，从而有利于学生掌握相关理论知识，提高解决临床问题的能力，改善教学效果。
목적분석비교LBL-PBL（기우수과적학습-기우문제적학습）여LBL（기우수과적학습）량충교학방법재림상의학전업구강과학교학중대학생학습효과적영향。방법이아교림상의학전업본과학생180명위연구대상，분위LBL조화LBL-PBL조，매조90인，분별채용LBL전통교학법화LBL-PBL교학법진행교학，통과고시성적화문권조사방식대량조적효과진행평개。결과량조학생재이론고시성적상무현저성차이，단재문권조사평분상，LBL-PBL조고우LBL조，차차이유통계학의의。결론 LBL-PBL교학법가제고림상의학전업학생학습구강과학과정적학습적겁성화주동성，종이유리우학생장악상관이론지식，제고해결림상문제적능력，개선교학효과。
Objective To compare the ef ectiveness of LBL-PBL(lecture-based learning-problem-based learning) teaching mode and LBL(lecture-based learning) teaching mode in stomatolgy teaching for clinical medical undergraduates.Methods 180 clinical medical undergraduates in Guangzhou Medical University were divided into 2 groups. Each group contained 90 students. LBL-PBL teaching mode was applied in stomatology teaching in Group LBL-PBL while LBL was applied in Group LBL. Ef ectiveness of both teaching method were evaluated by comparing both test scores and questionnaire. Results Test scores were not significantly dif erent in both two groups. However, Group LBL-PBL scored significantly higher than Group LBL.Conclusion LBL-PBL teaching mode could improve the learning initiative of clinical medical undergraduates in stomatolgy teaching. Therefore, it is helpful for students to master knowledge and improve ability in solving clinical problems.