中国口腔颌面外科杂志

中国口腔颌面外科杂志 ›› 2026, Vol. 24 ›› Issue (1): 78-82.doi: 10.19438/j.cjoms.2026.01.012

• 医学教育 • 上一篇    下一篇

CBL教学法结合“互联网+医学科普”模式在口腔颌面外科学教学中的应用效果评价

周兴安1, 王立华2, 马宏宇2, 夏凤君1, 申铁兵1, 德乐黑巴特尔1   

  1. 1.内蒙古医科大学附属医院 口腔颌面外科,内蒙古医科大学口腔医学院, 内蒙古 呼和浩特 010050;
    2.内蒙古医科大学,内蒙古 呼和浩特 010050
  • 收稿日期:2025-07-18 修回日期:2025-08-14 发布日期:2026-02-06
  • 通讯作者: 德乐黑巴特尔,E-mail: nmgykdxdlh@163. com
  • 作者简介:周兴安（1990-）,男,硕士,E-mail: 123649831@qq.com
  • 基金资助:
    内蒙古自治区教育科学研究“十四五”规划课题（NGJGH2024710）

Evaluation of the application of CBL teaching method combined with "Internet + medical popular science" model in the teaching of oral and maxillofacial surgery

Zhou Xing'an1, Wang Lihua2, Ma Hongyu2, Xia Fengjun1, Shen Tiebing1, De Leheibateer1   

  1. 1. Department of Oral and Maxillofacial Surgery, Affiliated Hospital of Inner Mongolia Medical University; College of Stomatology, Inner Mongolia Medical University. Hohhot 010050;
    2. Inner Mongolia Medical University. Hohhot 010050, Inner Mongolia Autonomous Region, China
  • Received:2025-07-18 Revised:2025-08-14 Published:2026-02-06

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摘要： 目的: 探讨CBL教学法结合“互联网+医学科普”教学模式在口腔颌面外科学本科教学中的应用效果。方法: 将内蒙古医科大学2020级口腔本科班60名学生随机分为A、B、C 3组,每组20人。选取《口腔颌面外科学》部分课程进行不同模式的教学,其中A组采取传统教学模式,B组采取CBL教学法结合传统教学模式,C组采取CBL教学法结合传统教学模式,同时参与科普文章撰写及科普视频制作。教学课程结束后,从理论考核成绩评分、实践考核成绩评分及问卷调查测评等方面比较3组学生的教学效果。结果: B组和C组的理论及实践考核成绩均优于A组,同时C组在B组的基础上有进一步提升（P<0.05）。问卷调查提示,B组教学质量、基本临床技能及个人评估提升显著,C组专业目标明确性、独立性及工作量方面提升显著。结论: CBL教学法结合“互联网+医学科普”教学模式有助于提升口腔医学本科生的基础知识掌握能力及临床实践操作能力,同时可提高学生的学习兴趣、临床思维能力及社会责任感,为以后的临床诊疗工作奠定坚实基础。

关键词: CBL教学法, 互联网+, 医学科普, 口腔颌面外科学, 教学评价

Abstract: PURPOSE: To explore the application of CBL teaching method combined with "Internet+medical popular science" teaching mode on the undergraduate teaching of oral and maxillofacial surgery. METHOD: Sixty students from grade 2020 undergraduate class of Inner Mongolia Medical University were randomly divided into three groups, A, B and C, with 20 students in each group. Some courses of "oral and maxillofacial surgery" were selected for different teaching models. Among them, group A adopted traditional teaching model, group B adopted the CBL teaching method combined with traditional teaching model, and group C adopted CBL teaching method combined with traditional teaching model. At the same time, they participated in the writing of popular science articles and the production of popular science videos. After the teaching course was completed, the teaching effects of the three groups of students were compared: theoretical assessment score, practical assessment score and questionnaire survey evaluation. RESULTS: The theoretical and practical assessment scores of both group B and group C were superior to those of group A. Meanwhile, group C had further improvement on the basis of group B(P<0.05). The questionnaire survey indicated that group B had significant improvements in teaching quality, basic clinical skills and personal assessment, while group C had significant improvements in the clarity, independence and workload of professional goals. CONCLUSIONS: CBL teaching method combined with "Internet+medical popular science" teaching model is conducive to enhancing the basic knowledge mastery ability and clinical practice operation ability of undergraduate students majoring in stomatology. At the same time, it can increase students' learning interest, clinical thinking ability and social responsibility, and lay a solid foundation for their future clinical diagnosis and treatment work.

Key words: CBL teaching method, Internet plus, Medical science popularization, Oral and Maxillofacial surgery, Teaching evaluation

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