Practising case‐based learning in oral medicine for dental students in <scp>C</scp>hina

Du, Ge-Fei; Li, C.-Z.; Shang, Shuhuan; Xu, Xin; Chen, H.-Z.; Zhou, Gang

doi:10.1111/eje.12042

Cited by 28 publications

(26 citation statements)

References 15 publications

(18 reference statements)

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“…Furthermore, we found from student feedback that those who had been taught using traditional methods lacked not only sufficient capability in clinical practice, but also a satisfactory ability in communicating with patients. These students overlooked some necessary details such as their appearance, attitude, tone and rate of speech, and use of expressions when communicating with patients (Du et al, 2013a;Du et al, 2013b), and they did not show enough consideration to their patients before and during treatments. All of these factors may cause medical disputes and patient mistrust of dentists, and they may also negatively impact diagnostic accuracy and the formulation of effective treatment plans.…”

Section: Introductionmentioning

confidence: 99%

Reforming teaching methods by integrating dental theory with clinical practice for dental students

Wang

Zhu

et al. 2020

PeerJ

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Background Transitioning from theoretical medicine to clinical practice is both an important and difficult process in dental education. Thus, there is an urgent need for teaching methods that can improve the ability of dental students to integrate dental theory with clinical practice. Methods First, we conducted training for problem-based learning based on real clinical cases for dental students. The students were then assigned to dentist/patient roles to rehearse and perform simulated clinical scenarios. Finally, questionnaires, clinical patient care scores, and performance assessments were utilized to evaluate and compare the effectiveness of this training with that of traditional teaching methods. Results Students’ abilities to treat and communicate with patients markedly improved after using this reformed teaching method. Among the 30 enrolled students, 29 liked the method, found it time-efficient, and believed that it could help enhance their problem-solving confidence and interest in prosthodontics. They also believed that this teaching method could help them gain a good understanding of related theoretical material, generally thought that the reformed teaching method was more valuable than the traditional approach, and would like to introduce it to others. Conclusion After the reformed teaching method was implemented, the students not only achieved better scholastically, but also demonstrated greater accuracy in diagnosing the conditions of patients and formulating treatment plans. They were also more frequently acknowledged by patients, indicating that this method is effective for dental students.

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Section: Introductionmentioning

confidence: 99%

Reforming teaching methods by integrating dental theory with clinical practice for dental students

Wang

Zhu

et al. 2020

PeerJ

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“…In the past few decades, with increasing communication with dental schools of other countries, some new teaching concepts and methods were being introduced into Chinese schools to accommodate the growing needs of dental education [16][17][18]. As a part of a program called "internationalized education" which was carried out about 4 years ago in School of Stomatology, Fourth Military Medical University, case-based learning was a favorable attempt that we made in orthodontic education.…”

Section: Discussionmentioning

confidence: 99%

Student Perceptions of Effectiveness of Case-Based Learning in Orthodontic Education

Yang¹,

Ding²,

Jin³

et al. 2015

MEDJ

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Abstract:Background: Teacher-centered education dominates dental education in China. This report introduced the redesign of an orthodontic course previously delivered in a traditional lecture format into a case-based and studentcentered learning format that focuses on improving students' ability in clinical problem-solving and decision making skills.Methods: Thirty five dental students at the fourth year of a five-year B.D.S. program met in a ten-period series of seminars. Case details with relevant diagnostic records were provided to each student ahead of time. A diagnostic worksheet was used to guide students through the analytical process to develop the diagnosis and treatment plan. Students took turns leading the discussion at each seminar. Instructors served as facilitators and evaluators. Following the last session, a questionnaire was distributed to each student to evaluate the case-based learning program. Results:Responses from students revealed that the case-based orthodontic course was well received. Students commented favorably upon improvement in the aspects of problem lists, diagnosis and treatment planning. Conclusion:It was our initial attempt of using case-based learning format often used in postdoctoral dental education as a curriculum innovation in undergraduate orthodontic education. Our pilot investigation indicated that CBL is worthy of wide use and could be applied in multilevel dental education to develop the dental student's knowledge and skill in comprehensive patient evaluation and diagnosis in preparation for treatment planning.

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“…CBL allows students to see the practical application of course concepts and makes them more engaged, so this may lead to better course satisfaction (Du et al, 2013). This could especially be true for the alternative CBL approach, because students are designing a case related to their college major and are given a greater sense of ownership in the course.…”

Section: Figure 2 Research Frameworkmentioning

confidence: 99%

An Alternative Approach to Case-Based Learning: The Use of Student-Authored Cases

Wang

Cappel

Huang

2019

JHETP

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This study explores the use of student-authored cases in Case-Based Learning (CBL). While traditional CBL leads to many important learning outcomes, additional benefits may be realized with the use of student-authored cases. This study compares the effects of using student-authored cases versus traditional CBL in a computer programming course in China. The findings suggest that the student-authored case approach led to better understanding of course concepts, problem solving, and course performance compared to the traditional CBL approach. Thus, instructors might consider the use of student-authored cases a viable alternative to implementing case-based learning.

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Practising case‐based learning in oral medicine for dental students in China

Abstract: In this example, CBL was found to be more effective than LBE to teach dental students. These findings suggest that CBL should be added in our future oral medicine curriculum for dental students.

Cited by 28 publications

References 15 publications

Reforming teaching methods by integrating dental theory with clinical practice for dental students

Reforming teaching methods by integrating dental theory with clinical practice for dental students

Student Perceptions of Effectiveness of Case-Based Learning in Orthodontic Education

An Alternative Approach to Case-Based Learning: The Use of Student-Authored Cases

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