口腔医学基础-临床衔接课程改革教学效果评价.

Objective To observe the effect of curriculum reform and find weak links，so as to cultivate and improve students' clinical thinking and ability to combine theory with practice. Methods A comparative analysis of the scores from students from two grades in school of Stomatology before and after the reform of integrated PBL course was made， including the clinical practice scores (4)， the theoretical scores (4)， and the skills assessment scores (6). Results A total of 153 students in grade 2011 and 2012 were included. In the comparison of the two grades， most of the scores showed significant differences among them (P＜0.05). All of the clinical practice scores in grade 2012 were higher than those in grade 2011. In the OSCE assessment， except for the first part， another 3 parts and total scores in grade 2012 were better than grade 2011 (P＜0.05). The differences in the theoretical scores between the two grades were not significant (P＞0.05)， only scores of Prosthodontics showed statistical differences (P＜0.05). Conclusion The integrated PBL curriculum reform has positive effects on the improvement of the clinical thinking and ability to combine theory with practice. However， it is necessary to continuously optimize the curriculum quality， build a progressive， multi-level practical teaching system and strengthen the construction of clinical case database. [ABSTRACT FROM AUTHOR]