分析比较以问题为导向的教学方法（PBL）-以团队为基础的教学方法（TBL）与以授课为基础的教学方法（LBL）两种教学模式在牙周病科临床实习教学中对学生实习效果的影响及其差异，验证PBL-TBL教学模式在牙周临床教学中的优势。

以中山大学光华口腔医学院2011级五年制本科生60名为研究对象，随机数学表法分为两组，其中一组采用PBL-TBL教学模式，另一组采用LBL教学模式。通过出科考试成绩及问卷调查的方式来对教学效果进行评价。数据采用独立样本t检验进行统计分析。

出科考试成绩分析表明PBL-TBL组学生在出科总成绩上高于LBL组学生（t= 3.293，P= 0.002），在疾病的诊断与鉴别诊断（t= 4.926，P<0.001），治疗计划的制定（t= 4.229，P<0.001）和回答问题（t= 6.198，P<0.001）方面的表现优于LBL组学生；问卷调查结果表明，在学习的积极性（t= 16.706，P<0.001），提高学习能力与协作能力（t= 21.289，P<0.001），以及处理病例能力方面（t= 24.349，P<0.001），PBL-TBL组学生的评分显著高于LBL组学生。93.3%的实验组学生对该教学模式满意。

PBL-TBL教学模式可提高学生的实习效果，学习能力和综合素质，增强学习的积极性，取得了较好的临床教学效果。

To explore and evaluate the problem-based learning (PBL) -team-based learning (TBL) model in clinical practice teaching of periodontology.

Sixty students majored in oral medicine admitted in our department in 2011 were randomly divided into PBL-TBL group and lecture-based learning (LBL) group (30 students in each group) . Both a test and a sheet of questionnaire were used to evaluate the effect of PBL-TBL, and the correpsonding scores for the two groups were compared with independent t-test.

The students of PBL-TBL group were scored higher in the test (t= 3.293, P= 0.002) , suggesting higher abilities in disease diagnosis and differential diagnosis (t= 4.926, P<0.001) , treatment planning (t= 4.229, P<0.001) , and answering questions (t= 6.198, P<0.001) than those of LBL group. Upon questionnaire results, the students in PBL-TBL group showed significantly higher ability in learning motivation (t= 16.706, P<0.001) , enhancement in learning and cooperation (t= 21.289, P<0.001) , and case analysis and treatment (t= 24.349, P<0.001) compared with those in LBL group. It was found that 93.3% students in PBL-TBL group were satisfied with this new teaching model.

PBL-TBL model can arise students′ learning initiative, strengthen teamwork, foster critical thinking, and improve their ability in solving clinical problems. It is a more effective teaching method compared with LBL model in clinical practice teaching in periodontology.