Wei Yaru, Peng Zhengjun
Guanghua School of Stomatology, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangdong Province Key Laboratory of Stomatology, Guangzhou, China.
Department of Operative Dentistry and Endodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangdong Province Key Laboratory of Stomatology, Guangzhou, China.
PeerJ. 2025 Jan 29;13:e18843. doi: 10.7717/peerj.18843. eCollection 2025.
The current study was conducted to compare the effects of the lecture method of teaching and the flipped classroom model based on Bloom's Taxonomy of Educational Objectives on the teaching of endodontics curriculum to undergraduate students majoring in stomatology, and to develop a standardized teaching process based on the flipped classroom model.
A standardized flipped classroom model based on Bloom's Taxonomy of Educational Objectives was established. Two groups of undergraduate students majoring in stomatology received instruction in a portion of the endodontics curriculum using either the lecture method or flipped classroom model of teaching. A teaching questionnaire was administered to evaluate the students' mastery of theoretical knowledge, understanding of learning objectives, satisfaction of teaching method, and learning interest. The SPSS 26.0 software was used for statistical analysis, and the -test was used to compare the differences between the two groups.
Both learning model cohorts filled out assessment questionnaires upon completion of the pilot curriculum. Compared with the responses from students in the lecture-based group, the self-rating of theoretical knowledge reported by students in the flipped classroom cohort increased by 10.9%, from 7.1 ± 0.8 to 7.9 ± 0.7 ( = 2.912, < 0.006). Students' test scores in the flipped classroom group increased by 17.1%, from 7.0 ± 0.8 to 8.2 ± 0.7 ( = 4.284, < 0.001). Students' understanding of ideological and humanistic objectives as well as medical ethics were both significantly improved by 11.4% ( = 2.267, = 0.009) and 13.9% ( = 2.600, = 0.014), respectively. Students' satisfaction with the teaching model and class duration increased significantly, by 11.1% ( = 2.782, = 0.009) and 14.3% ( = 2.449, < 0.020), respectively. Students' learning interest increased by 17.1% ( = 3.101, = 0.004). The length of study time prior to class under the flipped classroom model was longer than when using the traditional lecture method ( = 3.165, = 0.003), but the flipped classroom model shortened review time after class ( = 4.038, = 0.001). Students' self-reported understanding of teaching objectives improved by 8.3% ( = 1.762, = 0.083), and satisfaction with the preview method and curriculum increased by 8.1% ( = 1.804, = 0.081) and 11.1% ( = 1.861, = 0.072), respectively. There was no statistically significant difference between the two groups.
The flipped classroom teaching model based on Bloom's Taxonomy of Educational Objectives, combined with humanistic teaching objectives, can improve the efficacy of instruction, and merits popularizing and applying in the teaching of undergraduate students majoring in stomatology.
本研究旨在比较基于布鲁姆教育目标分类法的讲授式教学方法和翻转课堂模式在口腔医学专业本科学生牙髓病学课程教学中的效果，并基于翻转课堂模式开发标准化教学流程。
建立基于布鲁姆教育目标分类法的标准化翻转课堂模式。两组口腔医学专业本科学生分别通过讲授法或翻转课堂模式接受部分牙髓病学课程的教学。发放教学问卷以评估学生对理论知识的掌握程度、对学习目标的理解、对教学方法的满意度以及学习兴趣。使用SPSS 26.0软件进行统计分析，采用t检验比较两组之间的差异。
两个学习模式组在试点课程结束后均填写了评估问卷。与讲授法组学生的回答相比，翻转课堂组学生对理论知识的自评提高了10.9%，从7.1±0.8提高到7.9±0.7（t = 2.912，P < 0.006）。翻转课堂组学生的考试成绩提高了17.1%，从7.0±0.8提高到8.2±0.7（t = 4.284，P < 0.001）。学生对思想人文目标以及医学伦理的理解分别显著提高了11.4%（t = 2.267，P = 0.009）和13.9%（t = 2.600，P = 0.014）。学生对教学模式和课时的满意度分别显著提高了11.1%（t = 2.782，P = 0.009）和14.3%（t = 2.449，P < 0.020）。学生的学习兴趣提高了17.1%（t = 3.101，P = 0.004）。翻转课堂模式下课前学习时间比传统讲授法长（t = 3.165，P = 0.003），但翻转课堂模式缩短了课后复习时间（t = 4.038，P = 0.001）。学生自我报告的对教学目标的理解提高了8.3%（t = 1.762，P = 0.083），对预习方法和课程的满意度分别提高了8.1%（t = 1.804，P = 0.081）和11.1%（t = 1.8,61，P = 0.072）。两组之间无统计学显著差异。
基于布鲁姆教育目标分类法并结合人文教学目标的翻转课堂教学模式可提高教学效果，值得在口腔医学专业本科学生教学中推广应用。
