CAJ | 학술논문

目的：探索以病例为基础的学习（case-based learning，CBL）联合网络教学在口腔正畸学专业学位研究生临床能力培养中的意义。方法以40名口腔正畸学专业学位研究生为研究对象，随机均分为实验组和对照组，实验组采用CBL联合网络教学，对照组采用单纯CBL教学法。以Angle Ⅱ错颌畸形的矫治为专题，5周完成5次教学，最后以闭卷考试的方式检验两组学生对知识的掌握情况，以问卷调查的方式了解学生对体验教学方式的认同，初步探讨口腔正畸学专业学位研究生教学改革的方法与途径。结果实验组考试成绩为（86.60±9.71）分，对照组为（85.45±10.79）分，得分无统计学差异（P=0.73）；实验组及格率为95.00%，对照组及格率为90.00%，及格率无统计学差异（P=1.00）。问卷调查结果显示，实验组研究生中90.00%/18人认为CBL联合网络教学不影响临床时间安排；85.00%/17名学生认为感兴趣的问题能够更深入的讨论；100.00%/20人认为学习资源的分享更为快捷；60.00%/12名学生认为准备阶段需要花更多的时间查阅资料。结论 CBL联合网络教学在时间安排、问题探讨深度以及资源共享等方面较单纯CBL教学更有优势。
목적：탐색이병례위기출적학습（case-based learning，CBL）연합망락교학재구강정기학전업학위연구생림상능력배양중적의의。방법이40명구강정기학전업학위연구생위연구대상，수궤균분위실험조화대조조，실험조채용CBL연합망락교학，대조조채용단순CBL교학법。이Angle Ⅱ착합기형적교치위전제，5주완성5차교학，최후이폐권고시적방식검험량조학생대지식적장악정황，이문권조사적방식료해학생대체험교학방식적인동，초보탐토구강정기학전업학위연구생교학개혁적방법여도경。결과실험조고시성적위（86.60±9.71）분，대조조위（85.45±10.79）분，득분무통계학차이（P=0.73）；실험조급격솔위95.00%，대조조급격솔위90.00%，급격솔무통계학차이（P=1.00）。문권조사결과현시，실험조연구생중90.00%/18인인위CBL연합망락교학불영향림상시간안배；85.00%/17명학생인위감흥취적문제능구경심입적토론；100.00%/20인인위학습자원적분향경위쾌첩；60.00%/12명학생인위준비계단수요화경다적시간사열자료。결론 CBL연합망락교학재시간안배、문제탐토심도이급자원공향등방면교단순CBL교학경유우세。
Objective To study the effects of case-based learning (CBL) teaching method combined with network on orthodontic postgraduate clinical ability training. Methods Totally 40 ortho-dontic postgraduates were randomly divided into 2 groups (20 per group) named as experimental group (EG) and control group(CG). EG involved in CBL combined with network teaching method,while CG with CBL method only. after 5 teaching cycles,test scores of two groups were analyzed with SPSS 22.0. Results Average scores were (86.60 ±9.71) in EG and (85.45 ±10.79) in CG ,without statistical differences (P=0.73). Pass rate of two groups were 95.00% and 90.00% ,without statistical differences (P=1.00); As for the questionnaire survey, most of the students (90.00%) in EG considered CBL com-bined with network teaching method had no confliction with the clinical time,and helped to carry out in-depth clinical topic discussion. What was more,all of them (100.00%) in EG believed network facilitate their learning. Only part of them (60.00%) in EG thought that they spent a lot of time on reference material preparation. Conclusions Both CBL combined with network teaching method and CBL method can improve the clinical ability of orthodontic postgraduates significantly. However, CBL combined with network teaching method has advantages over time management, knowledge learning and resource sharing.