Bilingual Teaching Efficiency of Prosthodontics in Different Teaching Methods
Objective to compare bilingual teaching efficiency of expository teaching method and PBL teaching method in Prosthodontics. Methods 120 students were randomly divided into 2 groups (n = 60), one group was taught by expository teaching method and the other group was taught by PBL teaching method. The t test was used to analyze the final scores and Chi square test was used to deal with the questionnaires. Results The average score of expository teaching group was 100.22 ± 7.82, with statistical differences in the score of PBL teaching group, which was 131.28 ± 7.12 (P < 0.05). 45.0 % of students understood the teaching content in expository group and 80.0 % in PBL group; 48.3 % of students were satisfied with the expository teaching method and 75.0 % in PBL group. There were statistical differences between two groups (P < 0.05). Conclusion PBL teaching method is more efficiency than expository teaching method. Students feel easy to understand the teaching content in PBL teaching method and satisfied with the PBL teaching method. PBL teaching method deserves popularization in bilingual class of Prosthodontics.
KeywordsProsthodontics Bilingual teaching PBL teaching method
This work was supported by the twelfth five-year plan of educational research of Guangdong province (2011tjk332), special nursery foster humanities and social science research fund of the southern medical university (2012–22), educational research subject of the nanfang hospital (10NJ-ZD01).
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