虚拟仿真及口腔情景化临床思维教考系统联合CBL教学模式在牙体牙髓病学实践教学中的应用
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朱乘光，黎琴兰，姚岚，谭旭
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贵州医科大学附属口腔医院（贵州医科大学口腔医学院），贵州贵阳，550004
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摘要： 目的 探讨虚拟仿真及口腔情景化临床思维教考系统联合案例教学法（CBL）教学模式在牙体牙髓病学实践教学中的应用。方法 选取2023年11月-2024年11月在我院进行牙体牙髓病学实习的60 名2019 级、2020 级口腔医学专业的学生作为研究对象，其中2019 级（n=30）采用常规教学模式为对照组，2020 级（n=30）采用虚拟仿真及口腔情景化临床思维教考系统联合CBL 教学模式为观察组。观察病例汇报考试、笔试、操作技能考试以及教学满意度。结果 观察组病例汇报考试分数以及笔试分数均高于对照组（P＜ 0.05）；观察组Ⅱ类洞洞型制备以及开髓术的时间均短于对照组，口腔情景化临床思维教考系统中的各项目评分均高于对照组（P ＜ 0.05）；观察组临床思维能力、病例汇报与分析能力、知识掌握程度、学习目标以及自主学习能力方面的满意度评分均高于对照组（P＜0.05）。结论 牙体牙髓病学实践教学使用虚拟仿真及口腔情景化临床思维教考系统联合CBL 教学模式，可有效提高学生的教学满意度及实践操作技能，教学质量得到明显改善。
关健词：牙体牙髓病学；虚拟仿真；口腔情景化临床思维教考系统；实践教学；CBL 教学模式
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The Application of Virtual Simulation and Oral Contextualized clinical Thinking Teaching and Examination System combined with CBL Teaching Mode in the Practical Teaching of Endodontics and Cariology
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Chengguang Zhu,Qinlan Li,Lan Yao,Xu Tan
(Stomatological College of Guizhou Medical University), Guiyang, Guizhou 550004 , China
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Abstract：Objective To explore the application of the virtual simulation and oral contextualized clinical thinking teaching and assessment system combined with the case teaching method (CBL) in the practical teaching of endodontics and cariology. Methods Sixty students majoring in stomatology of the 2019 and 2020 grades who conducted the practice of endodontics in our hospital from November 2023 to November 2024 were selected as the research objects. Among them, the 2019 grade (n=30) adopted the conventional teaching mode as the control group. The 2020 grade (n=30) adopted the virtual simulation and oral contextualized clinical thinking teaching and examination system combined with the CBL teaching mode as the observation group. Observe the case reporting examination, written test, operational skills test and teaching satisfaction. Result The scores of the case presentation examination and the written test in the observation group were both higher than those in the control group (P < 0.05). The time for the preparation of type II hole type and myelotomy in the observation group was shorter than that in the control group, and the scores of each item in the oral contextualized clinical thinking teaching and examination system were higher than those in the control group (P < 0.05). The satisfaction scores of the observation group in terms of clinical thinking ability, case reporting and analysis ability, knowledge mastery degree, learning goals and autonomous learning ability were all higher than those of the control group (P < 0.05). Conclusion The practical teaching of endodontics and cariology by using the virtual simulation and oral situational clinical thinking teaching and examination system combined with the CBL teaching mode can effectively improve students’ teaching satisfaction and practical operation skills, and the teaching quality has been significantly improved.
Keywords : Endodontics Virtual simulation Oral Contextualized clinical thinking teaching and Examination System Practical teaching CBL teaching model
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