本文選題：情景教學模式 + 口腔修復學　； 參考：《全科口腔醫(yī)學電子雜志》2016年11期

【摘要】：目的將情景教學模式應用于留學生口腔修復學臨床實習前期教學中,研究其對教學質量的影響。方法將溫州醫(yī)科大學口腔醫(yī)學院2011級口腔本科13名留學生隨機分為兩組,情景教學組7名,傳統(tǒng)教學組6名,通過考試及問卷調查評價教學效果。理論成績進行檢驗。結果基礎知識方面兩組學生之間的分數(shù),差異無統(tǒng)計學意義(P0.05),而病例分析及臨床技能方面情景教學組分數(shù)高于傳統(tǒng)教學組,差異有統(tǒng)計學意義(P0.05),且對該模式普遍持贊成觀點。結論情景教學模式能夠提高學生各方面的能力,獲得較滿意的教學效果,適合于臨床前期教學。
[Abstract]:Objective to study the effect of situational teaching model on the teaching quality of overseas students in clinical practice of prosthodontics. Methods Thirteen foreign students from Grade 2011 of Stomatology College of Wenzhou Medical University were randomly divided into two groups: situational teaching group (n = 7) and traditional teaching group (n = 6). The teaching effect was evaluated by examination and questionnaire survey. The theoretical results are tested. Results there was no significant difference in scores between the two groups in basic knowledge (P0.05), but the score of situational teaching group in case analysis and clinical skills was higher than that in traditional teaching group (P0.05). Conclusion the situational teaching model can improve students' ability in all aspects and obtain satisfactory teaching effect, which is suitable for pre-clinical teaching.
【作者單位】： 溫州醫(yī)科大學附屬口腔醫(yī)院口腔修復科;溫州醫(yī)科大學附屬口腔醫(yī)院兒童口腔科;
【基金】：浙江省高等教育課堂教學改革研究項目(項目編號:kg2015239)
【分類號】：R-4;G648.9

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本文編號：2074881