口腔颌面外科学–口腔影像学融合课程教学模式的效果评估

Reflection on the Integrated Teaching of “Oral and Maxillofacial Surgery and Oral and Maxillofacial Medical Imaging”

摘要: 目的：基于“以疾病为中心”理念，探索“颌面外科学 + 口腔影像学”融合课程对本科生学习效果与临床思维培养的影响；方法：选取2019、2020级共104名学生，通过10道单选题和1道开放题电子问卷，回收有效问卷71份；并对8位授课教师进行半结构化访谈，收集对课程内容、教学形式及考核方式的评价；结果：88.7%学生对融合课程满意度 ≥ 6分，59.2%认为融合教学加深了对疾病诊疗流程的理解，77.5%认为有助临床思维与诊断能力提升；38.0%学生反馈课时安排紧凑、信息量大易导致注意力分散；教师普遍认同该模式提高了教学效率和知识连贯性，但指出学时分配与评估方式需优化；结论：该融合课程显著促进基础与临床知识同步贯通，提升学生学习积极性和临床思维能力。建议合理控制课时时长、完善跨学科教材与考核体系，以持续优化教学模式。

Abstract: Objective: To investigate the impact of a “disease‑centered” integrated course combining Oral and Maxillofacial Surgery with Oral Radiology on undergraduate students’ learning outcomes and clinical thinking skills. Methods: A total of 104 students from the 2019 and 2020 cohorts participated. Learning feedback was gathered via an online questionnaire consisting of 10 multiplechoice items and one openended question, yielding 71 valid responses. In addition, eight course instructors were interviewed using a semistructured format to collect their evaluations of the course content, teaching methods, and assessment strategies. Results: Student satisfaction: 88.7% rated their overall satisfaction with the integrated course at ≥6 on a 10point scale. Understanding of diagnostic workflows: 59.2% reported that the integrated approach deepened their grasp of disease diagnosis and treatment processes. Clinical thinking and diagnostic ability: 77.5% believed the course enhanced their clinical reasoning and diagnostic skills. Challenges: 38.0% of students indicated that the compact schedule and heavy information load sometimes distracted their attention. Instructor perspectives: Instructors agreed that the model improved teaching efficiency and continuity of knowledge but noted that the allocation of contact hours and the design of assessment methods require further optimization. Conclusion: The integrated Oral and Maxillofacial Surgery-Oral Radiology course effectively bridges basic science and clinical application, increases student engagement, and fosters clinical thinking. To further refine this teaching model, it is recommended to balance course duration, develop comprehensive interdisciplinary materials, and enhance the assessment framework.