在牙黏附教育中，将小规模私有在线课程（SPOC）与评估性互动学习相结合：与基于讲座的学习模式的比较。

The combination of a SPOC with evaluative interactive learning in dental adhesion education: a comparison with a lecture-based learning mode.

作者信息

Wang Siqi, Yang Di, Zhao Wenbo, Yan Xiaoyuan, Zhang Xiyue, Gao Wenqing, Guo Jiajie

机构信息

Department of Endodontics, School and Hospital of Stomatology, Liaoning Provincial Key Laboratory of Oral Diseases, China Medical University, No. 117 Nanjing North Street, Shenyang, 110002, China.

Department of Preventive Dentistry, School and Hospital of Stomatology, Liaoning Provincial Key Laboratory of Oral Diseases, China Medical University, Shenyang, China.

出版信息

BMC Med Educ. 2025 May 7;25(1):667. doi: 10.1186/s12909-025-07261-0.

DOI:10.1186/s12909-025-07261-0

PMID:40336082

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12057003/

Abstract

BACKGROUND

Dental education focuses on the cultivation of students' diagnosis and treatment ability, and improving the teaching effect is an important prerequisite for achieving this goal. This study evaluated whether the combination of a small private online course (SPOC) with evaluative interactive learning (EIL) could effectively enhance students' engagement in learning and improve their ability to understand and apply knowledge pertaining to dental adhesion.

METHODS

A total of 79 undergraduate students were divided into an EIL group and a lecture-based learning (LBL) group. Students' levels of participation were evaluated in terms of the frequency of their speech and interaction. Students' ability to apply their basic knowledge, competency knowledge, and operational skills were assessed with a written test and an operation test. Students' perceptions were assessed via questionnaires.

RESULTS

Students in the EIL group presented higher levels of engagement and interaction frequency than did students in the LBL group. The students in the EIL group outperformed those in the LBL group on the ability analysis test and operation test, whereas no significant differences were observed between the students in these two groups with respect to the basic knowledge test. In addition, the scores obtained by the students in the EIL group exhibited a notable shift toward a higher range. The students in the EIL group also exhibited a better ability to employ various effective bonding methods. The questionnaire results revealed that EIL can promote active learning among students without increasing the burdens that they face.

CONCLUSION

The use of this combination of a SPOC with EIL as an approach to education in dental adhesion can achieve good results, including significant improvements in students' learning participation, clinical thinking, and operational abilities as well as their willingness to learn actively.

摘要

背景

牙科教育侧重于培养学生的诊断和治疗能力，提高教学效果是实现这一目标的重要前提。本研究评估了小型私人在线课程（SPOC）与评估性互动学习（EIL）相结合是否能有效提高学生的学习参与度，并提升他们理解和应用牙科粘结相关知识的能力。

方法

总共79名本科生被分为EIL组和基于讲座的学习（LBL）组。根据学生的发言和互动频率评估其参与水平。通过笔试和操作测试评估学生应用基础知识、能力知识和操作技能的能力。通过问卷调查评估学生的看法。

结果

EIL组学生的参与度和互动频率高于LBL组学生。EIL组学生在能力分析测试和操作测试中的表现优于LBL组学生，而在基础知识测试方面，两组学生之间未观察到显著差异。此外，EIL组学生的得分明显向更高区间偏移。EIL组学生还表现出更好地运用各种有效粘结方法的能力。问卷调查结果显示，EIL可以促进学生积极学习，而不会增加他们面临的负担。