临床口腔医学杂志2026，Vol.42Issue(5)：297-299,3.DOI:10.3969/j.issn.1003-1634.2026.05.010
HPS-MDT融合教学模式在TMD临床教学中的设计与初步评价
Design and preliminary evaluation of an HPS-MDT integrated teaching model for clinical education of tem-poromandibular disorders
摘要
Abstract
Objective:To construct an HPS-MDT integrated teaching model and evaluate its effectiveness in tem-poromandibular joint disorder(TMD)undergraduate education.Methods:Based on the Monk-Osborne HPS framework,TMD content was reconstructed as a cognitive evolution narrative and integrated with MDT role-playing,forming a six-stage progres-sive design.Thirty-eight fourth-year dental undergraduate students received a 20-hour intervention.Expert validity assessment and the Kirkpatrick four-level model were used for evaluation.Results:Teaching content CVI was 0.92.All stages achieved 100%completion.There was an improvement in the scoring of TMD theoretical knowledge tests.Clinical reasoning,interdisci-plinary questioning,and student self-efficacy scores were significantly improved(P<0.001).The excellence rate of overall student progress was 100.0%.Conclusion:The HPS-MDT model is feasible and effective in improving clinical reasoning and simulated interdisciplinary collaboration.关键词
医学教育/颞下颌关节紊乱病/HPS教育理念/多学科协作教学/Kirkpatrick评估模型Key words
Medical education/Temporomandibular joint disorders/HPS education philosophy/Multidisciplinary team teaching/Kirkpatrick evaluation model分类
医药卫生引用本文复制引用
韦健,周磊磊,李昊森..HPS-MDT融合教学模式在TMD临床教学中的设计与初步评价[J].临床口腔医学杂志,2026,42(5):297-299,3.基金项目
华中科技大学同济医学院第二临床学院教学研究基金项目(编号:TJJXYJ2024042) （编号:TJJXYJ2024042）
