Abstract: Objective    To evaluate the effect of team-based learning（TBL）combined with flipping classroom teaching method in the teaching of debridement and suture of oral and maxillofacial region. Methods    Totally 86 students of grade 2017 from West China Hospital of Stomatology of Sichuan University were randomly divided into study group and control group，with 43 students in each group. The study group and the control group receuved TBL combined with flipped classroom teaching method and traditional teaching method in the learning of the debridement and suture of oral and maxillofacial region in experimental course，respectively. The effects of the two teaching methods were evaluated by skill assessment and questionnaire survey. Results    In the study group，37 students passed the skill assessment and 6 failed. In the control group，28 students passed the skill assessment and 15 failed. The skill assessment results of students in the study group were significantly better than those in the control group，and the difference was statistically significant （χ2 = 5.103，P = 0.024）. The evaluation of teaching methods by the students in the study group is better than that in the control group in mobilizing their learning enthusiasm，improving their autonomous learning and teamwork ability，and the proportion of students in the study group who liked the teaching methods in this group was greater than that in the control group，and the difference was statistically significant（all P < 0.05）. There was no significant difference between the two groups in improving problem-solving ability，communication and expression ability and classroom efficiency（all P > 0.05）. Conclusion    TBL combined with flipped classroom teaching method can improve the teaching effect of debridement and suture of oral and maxillofacial region.

Key words: flipped classroom, team-based learning, oral and maxillofacial surgery, experimental teaching

摘要： 目的    评价基于团队学习（team-based learning，TBL）结合翻转课堂教学方法在口腔颌面部清创缝合术教学中的应用效果。方法    选取四川大学华西口腔医院2017级学生86人，随机分为研究组和对照组，每组各43人。研究组和对照组分别采用TBL结合翻转课堂教学方法和传统教学方法进行口腔颌面部清创缝合术实验课教学，通过技能考核和问卷调查评价教学效果。结果    研究组学生技能考核合格37人，不合格6人；对照组学生技能考核合格28人，不合格15人；研究组学生技能考核结果明显优于对照组，差异具有统计学意义（χ2 = 5.103，P = 0.024）。研究组学生在调动学习积极性、提高自主学习和团队协作能力方面对教学方法的评价优于对照组，且研究组学生喜欢该组教学方法的占比大于对照组，差异均有统计学意义（均P < 0.05）。而在提高解决问题能力、交流表达能力和课堂效率方面，两组学生的评价结果差异无统计学意义（均P > 0.05）。结论    TBL结合翻转课堂教学方法可改善口腔颌面部清创缝合术的教学效果。

关键词: 翻转课堂, 基于团队学习, 口腔颌面外科, 实验课教学