Application of "four-step" process evaluation in the experimental teaching of endodontics
10.3760/cma.j.cn116021-20230320-01591
- VernacularTitle:以“四步法”为基础的过程性考核在牙体牙髓实验教学中的应用
- Author:
Yao WANG
1
;
Hengyuan ZHENG
1
;
Xianxiong CHEN
1
;
Fang LIU
1
;
Shuping ZHAO
1
Author Information
1. 深圳大学医学部口腔医学院口腔医学教学实验中心，深圳 518000
- Publication Type:Journal Article
- Keywords:
Endodontics;
Experimental teaching reform;
Teaching method;
Process evaluation
- From:
Chinese Journal of Medical Education Research
2025;24(2):229-234
- CountryChina
- Language:Chinese
-
Abstract:
Objective:In order to solve the problem that traditional theoretical examination has become more and more difficult to comprehensively and accurately evaluate the students' understanding, taking the endodontics course as the breakthrough, this study investigates the application of process evaluation method based on the "four-step" teaching method in the endodontics experimental courses. Meanwhile, the characteristics and feasibility and significance of the study are expounded.Methods:A total of 64 students were selected from two grades majoring in Stomatology in Medical School of Shenzhen University, and they were taught and assessed according to the new or old course designs. At the end of the course, comparisons of course assessment scores between the two grades were finished and the questionnaire survey was conducted to evaluate the teaching effect. SPSS 23.0 was used to perform the independent-samples t-test. Results:The analysis showed that 84.38%(27/32) of the students thought that the "four-step" teaching method helped with the learning of endodontics and significantly improved the scores of the experimental course; 90.62%(29/32) of the students thought it was helpful to stimulate self-learning skills. Compared with the students in the Class of 2018, the students in the Class of 2019 had significantly higher experimental examination scores [(87.29±4.13) vs. (84.07±1.77), P<0.01], while the scores of theoretical examination showed no significant difference between the two grades [(78.07±5.70) vs. (76.52±6.49)]. Conclusions:This teaching reform has provided the opportunities for practical operations, improved the quality of practical teaching and also stimulated the interest in independent learning of students. Moreover, it can accumulate experience for the reform of other dental experimental courses.
