HPS-MDT融合教学模式在TMD临床教学中的设计与初步评价OA
Design and preliminary evaluation of an HPS-MDT integrated teaching model for clinical education of tem-poromandibular disorders
目的:构建 HPS-MDT 融合教学模式,评价其在颞下颌关节紊乱病(temporomandibular joint disorder,TMD)本科教学中的应用效果.方法:以 Monk-Osborne HPS 框架为基础,重构 TMD 教学内容为认知演进叙事,融合MDT 角色扮演,设计六环节递进方案.纳入 38 名四年级口腔医学本科学生,实施 20 学时干预,通过专家效度评估和 Kirkpatrick 四级模型进行评价.结果:教学内容 CVI=0.92,六环节完成率 100%.TMD 理论知识测试评分有所提升.临床思维、跨学科提问率、学生自我效能感评分提升(P<0.001);学生整体进步程度评价优良率100.0%.结论:HPS-MDT 模式设计合理、实施可行,可提升学生 TMD 临床思维与模拟跨学科协作能力.
Objective:To construct an HPS-MDT integrated teaching model and evaluate its effectiveness in tem-poromandibular joint disorder(TMD)undergraduate education.Methods:Based on the Monk-Osborne HPS framework,TMD content was reconstructed as a cognitive evolution narrative and integrated with MDT role-playing,forming a six-stage progres-sive design.Thirty-eight fourth-year dental undergraduate students received a 20-hour intervention.Expert validity assessment and the Kirkpatrick four-level model were used for evaluation.Results:Teaching content CVI was 0.92.All stages achieved 100%completion.There was an improvement in the scoring of TMD theoretical knowledge tests.Clinical reasoning,interdisci-plinary questioning,and student self-efficacy scores were significantly improved(P<0.001).The excellence rate of overall student progress was 100.0%.Conclusion:The HPS-MDT model is feasible and effective in improving clinical reasoning and simulated interdisciplinary collaboration.
韦健;周磊磊;李昊森
华中科技大学同济医学院附属同济医院口腔医学中心 湖北 武汉 430030||华中科技大学同济医学院口腔医学院 湖北 武汉 430030华中科技大学同济医学院附属同济医院口腔医学中心 湖北 武汉 430030||华中科技大学同济医学院口腔医学院 湖北 武汉 430030华中科技大学同济医学院附属同济医院口腔医学中心 湖北 武汉 430030||华中科技大学同济医学院口腔医学院 湖北 武汉 430030
医药卫生
医学教育颞下颌关节紊乱病HPS教育理念多学科协作教学Kirkpatrick评估模型
Medical educationTemporomandibular joint disordersHPS education philosophyMultidisciplinary team teachingKirkpatrick evaluation model
《临床口腔医学杂志》 2026 (5)
297-299,3
华中科技大学同济医学院第二临床学院教学研究基金项目(编号:TJJXYJ2024042)
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