关键词: LBL教学模式, PBL教学模式 , 牙周病教学, lecture based learning, problem based learning, periodontology teaching

Abstract: Objective To compare the results of lectures based learning(LBL)-problem based learning (PBL)-LBL model and LBL-PBL-LBL model in periodontology teaching . Methods Sixty students majoring oral medicine admitted in our department in 2011 were randomly divided into LBL-PBL group and LBL-PBL-LBL group (30 students in each group). The test scores and feedback scores of these students were statistically analysed. Results There was no significant difference in test scores between LBL-PBL group and LBL-PBL-LBL group （P>0.05）. Feedback scores in LBL-PBL-LBL group was significantly higher than those in LBL-PBL group（P<0.05）.Conclusions Both LBL-PBL-LBL model and LBL-PBL model are effective in periodontology teaching. They can both equip students with strong learning ability and flexible knowledge. However, LBL-PBL-LBL model is more suitable and valid in periodontology teaching. It can better arise students' leaning initiative, hence it's helpful for students to master basic theoretical knowledge, and improve students' ability in solving clinical problems.