中国口腔颌面外科杂志

中国口腔颌面外科杂志 ›› 2026, Vol. 24 ›› Issue (4): 401-405.doi: 10.19438/j.cjoms.2026.04.013

• 医学教育 • 上一篇    下一篇

案例教学法在本科生口腔解剖理论教学中的应用效果评价

傅锦业1, 何悦1, 徐袁瑾2   

  1. 1.上海交通大学医学院附属第九人民医院 口腔颌面-头颈肿瘤科,
    2.口腔外科, 上海交通大学口腔医学院,国家口腔医学中心,口腔疾病国家临床医学研究中心, 上海市口腔医学重点实验室,上海市口腔医学研究所,上海 200011
  • 收稿日期:2026-04-13 修回日期:2026-06-01 发布日期:2026-08-05
  • 通讯作者: 徐袁瑾,E-mail: xuyuanjin2026@163.com
  • 作者简介:傅锦业（1973—）,女,博士,主治医师,E-mail: fujinye_0712@163.com
  • 基金资助:
    2025年度上海高校市级重点课程建设项目; 上海交通大学2024年本科人工智能赋能（AI+）课程建设项目; 2024年度上海交通大学医学院本科荣誉课程建设项目

Application of case-based learning in the theoretical education of oral anatomy for dental undergraduate students

Fu Jinye1, He Yue1, Xu Yuanjin2   

  1. 1. Department of Oromaxillofacial Head and Neck Oncology,
    2. Department of Oral Surgery, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine;College of Stomatology, Shanghai Jiao Tong University;National Center for Stomatology;National Clinical Research Center for Oral Diseases;Shanghai Key Laboratory of Stomatology;Shanghai Research Institute of Stomatology. Shanghai 200011, China
  • Received:2026-04-13 Revised:2026-06-01 Published:2026-08-05

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摘要： 目的：探讨案例教学法在本科生口腔解剖理论教学中的应用效果。方法：以上颌骨章节的解剖教学为试点,选取上海交通大学2023级口腔医学专业本科二年级两个班的学生67名,分别采用传统教学法（对照组,n=32）和案例教学法（试验组,n=35）进行授课。课程结束后,通过随堂测试与问卷调查,从知识点掌握程度、课程思政感悟、教学模式评价三个方面比较两组的教学效果。结果：在知识点掌握方面,对于案例中展示的内容,试验组的答题准确率显著高于对照组（P<0.05）;对于案例中未展示的内容,两组答题准确率相仿。在课程思政感受方面,试验组得分显著高于对照组（P<0.05）。问卷调查结果显示,认为解剖知识易于理解记忆、清晰认知解剖与临床关联的学生占比,试验组显著高于对照组（P<0.05）。结论：在口腔解剖理论教学中应用案例教学法有助于学生对解剖知识的理解和掌握,有助于课程思政内容的传递,同时可以对学生进行临床启蒙。

关键词: 口腔解剖, 基础医学, 案例教学, 理论教学, 教学评价

Abstract: PURPOSE: To explore the application effect of case-based learning (CBL) in the theoretical education of oral anatomy for dental undergraduate students. METHODS: Taking the maxilla section as a pilot section of anatomical teaching, a total of 67 students from two second-year dental undergraduate classes of the 2023 grade at Shanghai Jiao Tong University were selected and taught using traditional teaching methods (control group, n=32) and CBL (experimental group, n=35), respectively. After the course, class quiz and questionnaire were conducted to compare the teaching outcomes from three aspects: knowledge mastery, perception of curriculum ideological and political education, and evaluation of teaching modes. RESULTS: In terms of knowledge mastery, the accuracy rate of the experimental group was significantly higher than that of the control group for the content presented in the cases (P<0.05); for the content not presented in the cases, the accuracy rates of the two groups were similar. In terms of ideological and political education in the curriculum, the score of the experimental group was significantly higher than that of the control group (P<0.05). According to the questionnaire survey, more students in the experimental group than in the control group believed that anatomical knowledge was easy to understand and remember, and understood the correlation between anatomy and clinical practice (P<0.05). CONCLUSIONS: The application of CBL in the theoretical education of oral anatomy can help students understand the anatomical knowledge, facilitate the transmission of ideological and political content in the curriculum, and foster students' clinical enlightenment.

Key words: Oral anatomy, Basic medicine, Case-based learning, Theoretical teaching, Teaching evaluation

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