CAJ | 학술논문

目的：：评价案例教学法( CBL)联合问题教学法( PBL)在牙体牙髓病临床实习前培训的教学效果。方法：以即将开始牙体牙髓病临床实习的65名学员为研究对象，随机分为CBL联合PBL教学组( n=33)和传统教学组(n=32)，分别进行教学培训。通过理论考核、病例书写考核及问卷调查比较两组教学效果。结果：CBL联合PBL教学组不但在考核成绩上优于传统教学组(P<0.05)，而且在学习主动性、医患沟通能力、对实习的自信心方面也优于传统教学组(P<0.05)。结论：CBL联合PBL教学法有助于提升牙体牙髓病临床实习前培训的教学质量。
목적：：평개안례교학법( CBL)연합문제교학법( PBL)재아체아수병림상실습전배훈적교학효과。방법：이즉장개시아체아수병림상실습적65명학원위연구대상，수궤분위CBL연합PBL교학조( n=33)화전통교학조(n=32)，분별진행교학배훈。통과이론고핵、병례서사고핵급문권조사비교량조교학효과。결과：CBL연합PBL교학조불단재고핵성적상우우전통교학조(P<0.05)，이차재학습주동성、의환구통능력、대실습적자신심방면야우우전통교학조(P<0.05)。결론：CBL연합PBL교학법유조우제승아체아수병림상실습전배훈적교학질량。
AIM: To investigate the effect of case-based learning ( CBL ) and problem-based learning ( PBL) teaching mode in the pre-internship training of endodontic disease. METHODS:65 pre-internship students in the department of endodontics were randomly divided into CBL-PBL teaching group ( n=33 ) and traditional teaching group(n=32). After pre-internship training, theoretical examination, clinical case writing examination and question-naire were carried out. RESULTS:The scores of students in CBL-PBL teaching group were higher than that in tradi-tional teaching group(P<0. 05). In addition, the learning initiative, the ability of doctor-patient communication and self-confidence of students in CBL-PBL teaching group were better than that in traditional teaching group(P<0. 05). CONCLUSION:CBL-PBL teaching mode can improve the teaching quality in the pre-internship training of endodon-tic disease.