Abstract: Objective    To compare the effect of two different teaching models（“following-up-cases teaching model”and “discipline-independence teaching model”）in developing mind-set of undergraduate students of stomatology. Methods  Sixty-two undergraduate students in ninety-seventh session and sixty undergraduate students in ninety-eighth session were chosen to receive“following-up-cases teaching model”and“discipline-independence teaching model”，respectively. At the end of clinical practice stage，all students were given assessment on theoretical-clinical thinking transformation assessment and critical thinking ability. Results    In assessment of theoretical-clinical thinking transformation，students in following-up-cases teaching model group got higher scores than those in discipline-independence teaching model group in clinical diagnosis and cases reports（P < 0.05）. In assessment of critical thinking ability，students in following-up-cases teaching model group got higher scores than those in discipline-independence teaching model group in searching for truth，analytical skills，thirst for knowledge and cognitive maturity，and they have more obvious trend in positive critical thinking （P < 0.05）. Conclusion    The following-up-cases teaching model may be helpful to develop theoretical-clinical thinking transformation and critical thinking ability in undergraduate students of stomatology.

Key words: following-up-cases teaching model, undergraduate students of stomatology, theoretical-clinical thinking transformation, critical thinking

摘要： 目的    比较跟随病例式教学和分学科教学在培养口腔医学生思维模式中的作用。方法    选择中国医科大学口腔临床专业97期本科生62人和98期本科生60人，分别采用跟随病例式教学模式（跟随病例式教学组）和分学科教学模式（分学科教学组）。临床实习结束后分别对两组本科生进行理论-临床思维转换、批判性思维能力评估。结果    在理论-临床思维转换能力评估中，跟随病例式教学组本科生在临床接诊、病例汇报方面的成绩优于分学科教学组（均P < 0.05）；在批判性思维能力评估中，跟随病例式教学组本科生在寻找真理、分析能力、求知欲、认知成熟等方面，相较于分学科教学组本科生具有更加明显的正性批判性思维倾向（均P < 0.05）。结论    采用跟随病例式教学可能更有助于培养口腔医学生理论-临床思维转换能力和批判性思维能力。

关键词: 跟随病例式教学, 口腔医学生, 理论-临床思维转换, 批判性思维