医学教育管理

• 教育教学 • 上一篇    

胜任力导向与在地国际化视角下口腔医学研究生课程建设的探索与实践——以广西医科大学为例

  

  1. 1.广西医科大学口腔医学院/附属口腔医院毕业后教育管理办公室，南宁 530021；2.广西医科大学口腔医学院/附属口腔医院国际教育交流办公室，南宁 530021；3.广西医科大学口腔医学院/附属口腔医院教学管理办公室，南宁 530021
  • 收稿日期:2025-12-29 修回日期:2026-01-20 出版日期:2026-09-01 发布日期:2026-09-01

Exploration and practice of postgraduate curriculum development in stomatology from the perspectives of competencyorientation and internationalization at home: A case study of Guangxi Medical University

  1. 1.Post-graduation Education Management Office, College of Stomatology, Hospital of Stomatology, Guangxi Medical University, Nanning 530021, China; 2. International Education and Exchange Office, College of Stomatology, Hospital of Stomatology, Guangxi Medical University, Nanning 530021, China; 3. Teaching Management Office, College of Stomatology, Hospital of Stomatology, Guangxi Medical University, Nanning 530021, China
  • Received:2025-12-29 Revised:2026-01-20 Online:2026-09-01 Published:2026-09-01

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摘要： 目的 探讨基于EDEMTET国际合作平台构建的本土化整合式课程在口腔医学专业学位硕士研究生培养中的应用效果。方法 采用横断面问卷调查研究，选取2023—2025级103名参与课程学习的口腔医学专业学位硕士作为研究对象，课后采用问卷调查进行核心胜任力自评与教学模式满意度评价，回收有效问卷95份（92.2%），数据进行描述性分析。结果 课程后学生六大核心胜任力“有明显提升”与“有提升”合计比例均高于87%：临床诊疗与循证决策能力90.5%（86/95），多学科团队协作能力92.6%（88/95），有效沟通与表达能力95.8%（91/95），批判性思维与学术判断能力94.7%（90/95），专业英语与交流能力87.4%（83/95），自主学习能力89.5%（85/95）。91.6%（87/95）认可线上内容清晰性，90.5%（86/95）肯定线下研讨对深度学习的促进，92.6%（88/95）认为线上线下衔接自然，90.5%（86/95）认同教师引导与反馈。91.4%（87/95）愿意推荐该课程，90.5%（86/95）认为形成性与终结性结合的考核能客观反映学习效果。结论 基于EDEMTET平台进行本土化重构的整合式课程，能有效提升口腔医学专业学位硕士研究生的核心胜任力，尤其强化临床决策、循证实践及团队协作能力，为医学研究生课程改革提供了可资借鉴的实践框架。

Abstract: Objective To evaluate the application effectiveness of a localized integrated curriculum constructed on the EDEMTET (E-Campus for Dental Education Supporting Multidisciplinary Team-based Learning and Evidence-based Treatment Planning) international cooperation platform in the training of professional master's degree postgraduates in stomatology. Methods This study employed a cross-sectional questionnaire survey. A total of 103 professional master’s degree students in stomatology from the 2023 to 2025 cohorts who participated in the curriculum were enrolled as research subjects. After the course, a questionnaire survey was conducted for self-assessment of core competencies and satisfaction evaluation of the teaching model. Valid responses were obtained from 95 students (92.2%), and descriptive analyses were performed. Results The combined proportions of "significant improvement" and "improvement" for all six core competency dimensions exceeded 87%: clinical diagnosis and treatment and evidence-based decision-making 90.5% (86/95), multidisciplinary teamwork 92.6% (88/95), effective communication and presentation 95.8% (91/95), critical thinking and academic judgment 94.7% (90/95), professional English proficiency 87.4% (83/95), and self-directed learning 89.5% (85/95). Furthermore, 91.6% (87/95) acknowledged the clarity of online content, 90.5% (86/95) affirmed that offline seminars promoted deeper learning, 92.6% (88/95) considered the online-offline connection smooth, and 90.5% (86/95) appreciated the instructors’ guidance and feedback. Meanwhile, 91.4% (87/95) were willing to recommend the curriculum, and 90.5% (86/95) believed that the combined formative and summative assessment approach could objectively reflect their learning outcomes. Conclusion The integrated curriculum locally adapted from the EDEMTET platform can effectively enhance the core competencies of professional master's degree postgraduates in stomatology, particularly in strengthening clinical decision-making, evidence-based practice, and multidisciplinary teamwork abilities, providing a practical framework for reference in the curriculum reform of medical postgraduate education.

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