Application effect of post competency-oriented and research-based learning teaching mode in oral biology teaching
LAI Yingzhen1 ZHENG Xiaodan2 PAN Xiawei2
1.Teaching and Research Section of Odontoplasty, Xiamen Medical College, Fujian Province, Xiamen 361023, China;
2.Teaching and Research Section of Basic Science of Stomatology, Xiamen Medical College, Fujian Province, Xiamen 361023, China
Abstract：Objective To explore the effect of research-based learning (RBL) teaching mode on oral biology teaching and the post competency of students. Methods A total of 64 students were selected as the research subjects from two natural classes of 5-year stomatology major, Grade 2016 in Xiamen Medical College. According to the simple random drawing method, the two classes were divided into the experimental group (33 students) and the control group (31 students). The study period is from September 2019 to September 2020. The control group adopted the traditional teaching mode, the experimental group adopted the RBL teaching mode. After the teaching theory of performance test, the student satisfaction survey (including “satisfied with the existing teaching model”, “can enhance the interest in learning”, “enhancing scientific research capacity”) and post competency related indicators (including “improve autonomous learning ability”, “strengthen the team cooperation ability”, “improve the scientific research capacity”) were used to evaluate the effect. Results The theoretical scores in the experimental group were better than those in the control group, and the differences were statistically significant (P ＜ 0.05). The proportion of “satisfied with the existing teaching model”, “can enhance the interest in learning”, “enhancing scientific research capacity” in the experimental group were higher than those in the control group, with statistical significance (P ＜ 0.05). The proportion of “improve autonomous learning ability”, “strengthen the team cooperation ability”, “improve the scientific research capacity” in the experimental group were higher than those in the control group, with statistical significance (P ＜ 0.05). Conclusion RBL teaching mode is student-centered, which is beneficial to the teaching effect of oral biology and the post competence cultivation of students.
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