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| Application effect of the “happy teaching method” in the teaching of periodontology for undergraduates #br# |
| HE Xiaotao1,2,3 AN Ying1,2,3 MIAO Hui1,2,3 RUAN Bai4 CHEN Fang1,2,3 CHEN Faming1,2,3 TIAN Beimin1,2,3 |
1.State Key Laboratory of Military Stomatology, School of Aerospace Medicine， Fourth Military Medical University, Shannxi Province, Xi’an 710032, China; 2.Center of Aerospace Clinical Medicine, School of Aerospace Medicine, Fourth Military Medical University, Shannxi Province, Xi’an 710032, China; 3.Department of Periodontology, School of Stomatology, Fourth Military Medical University, Shannxi Province, Xi’an 710032, China;
4.Department of Aerospace Medicine, Fourth Military Medical University, Shannxi Province, Xi’an 710032, China |
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Abstract Objective To investigate the application effect of “happy teaching method” in periodontology education for undergraduates majoring in stomatology. Methods A total of 38 four-year undergraduate students majoring in stomatology in the Fourth Military Medical University in 2019 and 2020 were divided into experimental group (19 students) and control group (19 students) by random number table method. Five lessons namely “gingivitis”,“periodontitis”,“periodontitis-associated diseases”,“multidisciplinary team treatment”, and “case discussion on periodontal diseases” were selected for group teaching. The control group adopted traditional teaching method and the experimental group adopted “happy teaching method”. The implementation effects of the two teaching methods were evaluated comprehensively from three levels of student questionnaire survey scores, teacher scores and final theoretical examinations. Results There were no significant differences in scores of theoretical knowledge and inductive analysis ability between the two groups (P ＞ 0.05), the scores of learning initiative and efficiency of classroom learning, clinical thinking ability cultivation, doctor-patient communication skills, team cooperation ability training, the overall teaching satisfaction, and total score of the experimental group were higher than the control groups and the differences were statistically significant (P ＜ 0.05). The scores of independent learning ability, clinical thinking ability, classroom activity, problem finding, solving ability, and total score of students in the experimental group were higher than those in the control group, the differences were statistically significant (P ＜ 0.05). There were no statistically significant differences in the scores of objective type questions between the two groups (P ＞ 0.05), but the scores of case analysis questions and total scores of the experimental group were higher than those of the control group, and the differences were statistically significant (P ＜ 0.05). Conclusion “Happy teaching tethod” can improve the teaching efficiency of classroom learning and appears to be a useful teaching method in Periodontology education for undergraduates.
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