Research on the application of multidimensional interactive teaching based on the Biggs' 3P model in standardized training of residents in the Department of Stomatology
10.3760/cma.j.cn116021-20241211-02097
- VernacularTitle:基于比格斯3P模型的多维度互动式教学在口腔科住院医师规范化培训中的应用研究
- Author:
Fang LIU
1
;
Xiaofei XIE
;
Liang LIU
;
Wenrui WANG
Author Information
1. 蚌埠医科大学第一附属医院口腔科，蚌埠 233004
- Publication Type:Journal Article
- Keywords:
Department of Stomatology;
Biggs' 3P model;
Multidimensional interactive teaching;
Standardized residency training
- From:
Chinese Journal of Medical Education Research
2025;24(8):1085-1091
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of multidimensional interactive teaching based on the Biggs' 3P model in standardized training of residents in the Department of Stomatology, and evaluate its impact on improving clinical skills, theoretical level, and self-learning ability.Methods:A controlled experimental design was adopted, and 68 resident physicians who received standardized training in the Department of Stomatology from September 2022 to August 2024 were selected as the research subjects. They were divided into an observation group and a control group, with 34 residents in each group. In terms of teaching methods, the control group received traditional linear progressive teaching, which included theoretical teaching, operational demonstration, group training, and clinical operation. The observation group received multidimensional interactive teaching based on the Biggs' 3P model, which systematically integrated presage, process, and product. The teaching effectiveness was evaluated through theoretical and practical assessment scores, a self-learning ability scale, and a questionnaire. Chi-square test and t test were performed using SPSS 26.0. Results:The observation group achieved significantly higher scores in both theoretical and practical assessments. The total score of theoretical assessment was significantly higher in the observation group than in the control group [(82.65±6.55) vs. (74.26±7.41)], especially in areas reflecting clinical thinking such as multidisciplinary collaborative design of diagnosis and treatment plans [(6.62±0.51) vs. (5.31±0.58)]. In the practical operation assessment, the total score of the observation group (83.19±7.65) was higher than that of the control group (75.36±6.33), with particularly significant differences in clinical emergency response ability assessments such as simulated dentistry emergency management. In addition, the self-learning ability scores in all dimensions of the observation group were higher than those of the control group. According to the teaching experience survey, 94.12%( n=32) of the observation group students believed that the new teaching mode effectively improved their learning interest, and 91.18%( n=31) approved the personalized design of the teaching method. Conclusions:The multidimensional interactive teaching program based on the Biggs' 3P model can improve the effectiveness of standardized training of dental resident physicians, and demonstrate high efficiency in enhancing theoretical knowledge mastery, clinical skills operation, interdisciplinary collaboration ability, and self-learning ability cultivation, providing an innovative teaching mode that can be promoted for training dental specialists.
