Abstract:
Objective Debate has the characteristics of tit-for-tat, active thinking, free and open, and thought-provoking. This article explores the application of debate-based teaching method combined with PBL teaching method (debate plus PBL method) in oral clinical teaching practice, and investigates how to improve the quality of teaching.
Methods The debate-based teaching is introduced into clinical teaching. It is automatically combined with PBL teaching method, which improves students′ various qualities and abilities through the initiation and preparation of debate teaching, the formation of debate teams, and the development of debates. The learning effect and analysis of Moment Structure (AMOS) were preformed to evaluate the effects of debate plus PBL method.
Results AMOS showed that critical thinking has the greatest effect on debate plus PBL method, reaching 0.34, together with autonomous learning is up to 0.29, and teacher perception in medical education environment is 0.33. Debate plus PBL method helps to condense and unfold the problems in PBL teaching, cultivate students′ critical spirit and creative thinking ability. Such method also benefit for exercising students′ eloquence and communication ability, and improving students′ team spirit.
Conclusion Debate plus PBL method combined with PBL teaching method can help improve the efficiency and learning skill of students. Furthermore, students are easier to accept such teaching method.
Key words:
Problem-based learning,
Debate-based teaching,
Oral clinical education,
Critique,
Teamwork
Dong Yang, Huan Liu, Chang Wen, Xiaoxuan Wang, Junbo Xiang, Zhengguo Cao. The more debate, the more clearer: The practice and evaluation of debate teaching combined with PBL teaching method in oral clinical education[J]. Chinese Journal of Stomatological Research(Electronic Edition), 2022, 16(04): 260-264.