Login G R, Ransil B J, Meyer M, Truong N T, Donoff R B, McArdle P J
Harvard School of Dental Medicine, Boston, MA, USA.
J Dent Educ. 1997 Jun;61(6):473-9.
Academic performance on a standardized oral comprehensive exam (OCE) was compared for students taught basic science in a problem-based learning (PBL) curriculum and a lecture-based learning (LBL) curriculum. The OCE was administered to the graduating classes of 1991-1994 (n approximately 20/class) six months after completion of their basic science courses. The OCE contained six components including: Organization and Thoroughness, Diagnosis, Primary Treatment Plan, Alternate Treatment Plan, Science and Medical Knowledge, and Dental Knowledge. Six to eight examiners graded each of the students by using a standardized scoring system and by subjective comments. The class of 1991 was taught by LBL, classes of 1993 and 1994 by PBL, and the class of 1992 by an incomplete PBL teaching method. Mean OCE scores were not significantly different between classes; however, the Science and Medical Knowledge component score was significantly better for the class of 1994 than for 1991 (p < 0.05). There was a non-significant 40 percent increase (p = 0.07) in honors and a 269 percent (p < 0.001) increase in cumulative positive examiner comments between 1991 and 1994.
比较了在基于问题的学习（PBL）课程和基于讲座的学习（LBL）课程中学习基础科学的学生在标准化口腔综合考试（OCE）中的学业表现。在基础科学课程结束六个月后，对1991 - 1994届毕业班（每班约20人）进行了OCE考试。OCE包括六个部分，即：组织与完整性、诊断、主要治疗方案、替代治疗方案、科学与医学知识以及牙科知识。六至八位考官使用标准化评分系统并通过主观评价对每位学生进行评分。1991届采用LBL教学，1993届和1994届采用PBL教学，1992届采用不完全的PBL教学方法。各班之间的OCE平均分数无显著差异；然而，1994届的科学与医学知识部分得分显著高于1991届（p < 0.05）。1991年至1994年间，优等成绩有40%的非显著增长（p = 0.07），考官累积积极评价增长了269%（p < 0.001）。
