Rich Sandra K, Keim Robert G, Shuler Charles F
University of Southern California, School of Dentistry, Los Angeles, CA 90089-0641, USA.
J Dent Educ. 2005 Jun;69(6):649-62.
To evaluate efficacy of a problem-based learning (PBL) pedagogy in preclinical and clinical teaching, test scores of 234 undergraduate dental students from the conventionally taught classes of 2003 and 2004 were compared with scores of 274 dental students from the PBL classes of 2005 and 2006. Although the groups' means were close together, t-test analysis of scores revealed that PBL students performed significantly better than traditional (TRAD) students on midterm (p=.0001) and final (p=.015) examinations taken on student partner/mock patients. ANOVA comparing the classes with each other showed significant differences for the midterm and final, but not for the clinical examination. Further multiple comparison tests (Tukey HSD) for the midterm and final revealed that differences specifically reflected superior performance of PBL classes against one of the TRAD classes (2004). There was no difference in performance between PBL (n=134) and TRAD (n=233) students on examinations taken with actual clinical patients who were undergoing nonsurgical periodontal treatment. Over a two-year period, PBL students rated their program instructors at a mean of 4.41 on a Likert-type scale of 1 (not helpful) to 5 (outstanding). The program provides a PBL model for teaching preclinical and clinical skills supported by a four-year evaluation of manual skills outcomes.
为评估基于问题的学习（PBL）教学法在临床前和临床教学中的效果，将2003年和2004年传统授课班级的234名本科牙科学生的考试成绩与2005年和2006年PBL班级的274名牙科学生的成绩进行了比较。尽管两组的平均分相近，但对成绩进行的t检验分析显示，在与学生搭档/模拟患者进行的期中考试（p = 0.0001）和期末考试（p = 0.015）中，PBL学生的表现明显优于传统（TRAD）学生。对各班级进行的方差分析显示，期中考试和期末考试存在显著差异，但临床考试不存在显著差异。对期中考试和期末考试进行的进一步多重比较检验（Tukey HSD）表明，差异具体反映了PBL班级相对于其中一个传统班级（2004年）的卓越表现。在与接受非手术牙周治疗的实际临床患者进行的考试中，PBL（n = 134）和TRAD（n = 233）学生的表现没有差异。在两年的时间里，PBL学生在1（无帮助）至5（杰出）的李克特量表上对他们的课程教师的评分平均为4.41。该课程提供了一个PBL模型，用于临床前和临床技能教学，并得到了对手工技能成果的四年评估的支持。
