Objective: To evaluate the application effect of smart classroom teaching mode in undergraduate teaching of endodontics. Methods: Through micro-lecture and massive open online course which were closely integrated with clinical practice and frontier advances, we build a new smart classroom teaching mode of endodontics relying on information technology such as the medical education cloud APP platform. The mode was applied to the undergraduate teaching of grade 2017 (110 students) and grade 2018 (107 students) in 2020 and 2021 respectively (experimental group). The theoretical examination was conducted for the grade 2016 (control group, 111 students applied traditional teaching methods) in 2019, and for two experimental grades in 2020 and 2021 respectively. A questionnaire survey was conducted for the 2018 undergraduates to investigate the experience of the smart classroom teaching mode, and the application effect of the smart classroom teaching mode was evaluated by comparing the offline theoretical test scores of grades 2016, 2017 and 2018. Results: The results of the questionnaire showed that students in grade 2018 recognized the overall form of smart classroom teaching mode, and 75.2% (79/105) of the students satisfied with the teaching process, considering that it could enhance learning interest and enthusiasm, improve self-learning ability, facilitate the understanding and memory of knowledge points, as well as increase the extension and expansion of professional knowledge. Thirty-seven point one percent (39/105) of the students thought that smart classroom teaching mode was not conducive to the interaction between teachers and students and couldn't improve learning efficiency. Comparing the final theoretical examination scores of students in three years, it was found that the average scores of 2021 (78.79±9.88) and 2020 (76.45±8.33) were significantly higher than that of 2019 (67.67±10.58) (t=6.77, P<0.001; t=8.51, P<0.001). The average score in 2021 was higher than that in 2020, although the difference was not significant (t=1.79, P=0.223). Conclusions: The application of smart classroom mode improved the teaching effect of endodontics, which is worthy of further promotion to provide a positive reference in improving the educating effects of oral medicine.
目的： 评估牙体牙髓病学智慧课堂教学模式在口腔本科教学中的应用效果。 方法： 通过微课、慕课等紧密融合临床实际和前沿进展的在线资源，依托医教云APP平台等信息技术，中山大学光华口腔医学院牙体牙髓病学教研室将构建的新型牙体牙髓病学智慧课堂教学模式，先后应用于2017级（110人）和2018级（107人）本科生的牙体牙髓病学教学（试验组），并于2020和2021年进行理论考试；2016级本科生（111人，对照组）使用传统方式教学，于2019年进行理论考试。对2018级本科生进行问卷调研，调查学生对牙体牙髓病学智慧课堂的使用感受，并通过比较2016、2017和2018级学生线下理论考试成绩评估智慧课堂教学的应用效果。 结果： 问卷调查显示2018级学生对于智慧课堂教学的整体形式认可，75.2%（79/105）的学生对教学过程非常满意或满意，认为其能增强学习兴趣和积极性，提高自主学习能力，有利于知识点的理解和记忆以及增加专业知识的延伸拓展，37.1%（39/105）的学生认为智慧课堂教学未能有利于师生间的互动交流和提升学习效率。比较2019至2021年学生期末理论考试成绩发现，2021和2020年学生的平均分［分别为（78.79±9.88）、（76.45±8.33）分］均显著高于2019年［（67.67±10.58）分］（t=6.77，P<0.001；t=8.51，P<0.001）；2021年平均分与2020年相比差异无统计学意义（t=1.79，P=0.223）。 结论： 智慧课堂的应用提升了牙体牙髓病学教学的效果，值得进一步推广，远期可为口腔医学的教学提供有益参考。.