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Saheb SAK, Hakami Z, Bokhari AM, Bawazeer O. Flipped classroom orthodontic education for undergraduate dental students: A factor analysis study. J Dent Educ 2024. [PMID: 38997812 DOI: 10.1002/jdd.13637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Revised: 05/03/2024] [Accepted: 06/08/2024] [Indexed: 07/14/2024]
Abstract
INTRODUCTION Dental schools have a primary responsibility to devise a curriculum that enhances students' confidence and knowledge in orthodontic case analysis. This study aims to compare the confidence levels and performance of undergraduate students in orthodontic case screening, moderated by faculty in a lecture-based format against their self-analysis of the same cases 1 year later, using a case-based and flipped learning approach. MATERIALS AND METHODS This study involved 100 fifth-year students. The same group received predoctoral orthodontics training through an instructor-centered, didactic approach in their fifth year and a case-based, student-centered, flipped classroom approach in their sixth year. At the end of each semester, the students completed an orthodontic case analysis and a self-reflection survey. RESULTS This study found no significant differences in diagnostic capabilities for orthodontic findings between the two methods studied. However, the self-evaluation survey data revealed an increase in students' confidence levels. This was specifically in terms of carrying out independent orthodontic case diagnosis, effectively communicating with orthodontic specialists, and their comfort in approaching orthodontic cases following the flipped classroom approach. Despite increased confidence in case diagnosis, the results showed that final-year students are uncertain about creating initial treatment plans and referring cases at an early stage. CONCLUSION Despite no observed improvement in students' orthodontic diagnostic abilities after another semester of student-centered learning, their confidence in diagnosing orthodontic cases was notably enhanced.
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Affiliation(s)
| | - Zaki Hakami
- Department of Preventive Dentistry, Division of Orthodontics, Jazan University, Jizan, Saudi Arabia
| | - Ahmed M Bokhari
- Department of Preventive Dentistry, Jazan University, Jizan, Saudi Arabia
| | - Omar Bawazeer
- Ortthodontic unit, Dental Department, John Hopkins Aramco Health Care, Dhahran, Saudi Arabia
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Sipiyaruk K, Reynolds PA, Nakornnoi T, Santiwong P, Chintavalakorn R. Game-based learning in orthodontic education: a systematic review. BDJ Open 2024; 10:56. [PMID: 38965234 PMCID: PMC11224311 DOI: 10.1038/s41405-024-00218-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2024] [Revised: 04/25/2024] [Accepted: 04/26/2024] [Indexed: 07/06/2024] Open
Abstract
OBJECTIVE To evaluate educational impact of game-based learning (GBL) in orthodontic education. METHODS A systematic search was undertaken across four databases (Scopus, PubMed, ProQuest Dissertations & Theses Global, and Google Scholar) to identify relevant articles published from January 2000 to December 2023. Additionally, the reference lists of identified literature were examined to further search for relevant literature. The last search was performed on 28 January 2024. RESULTS Following the article selection process, seven articles were included in this systematic review, comprising four randomized control trials and three questionnaire surveys. Six articles were assessed to have a moderate risk of biases, whereas one research exhibited a low risk of bias. GBL interventions assessed in five articles were designed in digital format, while one study implemented evaluated traditional learning, and another employed a card game format. Two RCTs indicated a greater effectiveness of GBL in enhancing learner performance compared to traditional learning methods, while one article found no significant difference. Across all articles, positive perceptions of GBL were consistently highlighted at both undergraduate and postgraduate levels. CONCLUSION This systematic review supports the potential of GBL in orthodontic education. The implementation of GBL is recommended to integrate entertaining and educational elements, fostering learner performance within engaging learning environments. However, it is imperative to acknowledge that the overall quality of evidence is limited, primarily due to the moderate risk of biases identified in six of the included articles. Consequently, further high-quality experimental studies are required to validate the effectiveness of GBL in orthodontic education.
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Affiliation(s)
- Kawin Sipiyaruk
- Department of Orthodontics, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Patricia A Reynolds
- Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| | - Theerasak Nakornnoi
- Department of Orthodontics, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Peerapong Santiwong
- Department of Orthodontics, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Rochaya Chintavalakorn
- Department of Orthodontics, Faculty of Dentistry, Mahidol University, Bangkok, Thailand.
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Chen Y, Wen H, Huang Z, Zhang R, Peng L. Advancing arrhythmia education through the CDIO approach: a new paradigm in nursing student training. BMC Nurs 2024; 23:427. [PMID: 38918825 PMCID: PMC11197327 DOI: 10.1186/s12912-024-02118-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2024] [Accepted: 06/20/2024] [Indexed: 06/27/2024] Open
Abstract
BACKGROUND The accurate diagnosis and effective management of arrhythmias are crucial, with nurses playing a key role in the early detection and treatment, significantly impacting patient outcomes. Improving education on arrhythmias among nurses, especially in critical care and perioperative settings, can enhance patient safety and the quality of care. METHODS A total of 116 trainee nurses were randomly divided into two groups: one utilizing the conceive-design-implement-operate (CDIO) model and the other employing a traditional lecture-based learning (LBL) method, to undergo arrhythmia training. The studyassessed the effects of the two teaching methods and investigated the students' attitudes toward these educational practices, with all participants completing pre- and post-course tests. RESULTS The CDIO model significantly enhances nursing students' arrhythmia proficiency, yielding higher test scores and sustained improvement after 24-week compared to the traditional LBL method, alongside markedly better self-learning enthusiasm, understanding, satisfaction with the teaching approach and effectiveness, and interest in learning arrhythmia. The CDIO model in nursing arrhythmia courses boosts theoretical knowledge and application, showing potential in clinical skill enhancement. CONCLUSIONS Our study introduces the CDIO model in nursing arrhythmia courses, with improvement in knowledge and skills, and promise for broader application.
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Affiliation(s)
- Yu Chen
- Department of Cardiology, School of Medicine, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Heling Wen
- Department of Cardiology, School of Medicine, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Zheng Huang
- Department of Surgery, The Affiliated Tumor Hospital of Chengdu Medical College, Chengdu, 610021, China
| | - Rui Zhang
- Department of Surgery, The Affiliated Tumor Hospital of Chengdu Medical College, Chengdu, 610021, China.
| | - Lei Peng
- Institute of Nephrology, Sichuan Provincial People's Hospital, School of Medicine, University of Electronic Science and Technology of China, Chengdu, 610072, China.
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Shafique A, Ur Rehman A, Ibnerasa S, Glanville R, Ali K. Case-based learning in undergraduate orthodontic education: A cross sectional study. MEDEDPUBLISH 2024; 14:29. [PMID: 39246526 PMCID: PMC11380727 DOI: 10.12688/mep.20096.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/08/2024] [Indexed: 09/10/2024] Open
Abstract
Introduction Student centric learning approaches have been reported to be effective in introducing higher order cognitive skills required by the health professionals. However, learners' perceptions must be constructively aligned with new learning interventions to achieve a positive impact on their learning. The aim of this study was to explore the learning experiences of undergraduate dental students with case-based learning in orthodontics. Methods A case-based learning model was introduced on orthodontic diagnosis and treatment planning for final year students on a Bachelor of Dentistry programme toward the end of their academic year. A survey was conducted to explore the perceptions and experiences of the participants. The research instrument was based on a previously validated questionnaire and included information on demographics and consisted of 12 items aimed at evaluating the benefits and challenges of cased based learning. Results All 67 students in the final-year cohort participated in study, yielding a response rate of 100 percent. Participants across the board perceived CBL to be an effective strategy to learn the subject content and helpful in improving the students' skills in orthodontic diagnosis, treatment planning and team-working. CBL did not pose any significant challenges or barriers to student learning. Conclusion Participants reported high acceptance of CBL in orthodontic teaching and learning and a positive impact on their educational experiences. CBL was perceived to be an appropriate strategy to enhance the diagnostic, treatment planning and team-working skills of dental students.
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Affiliation(s)
- Asma Shafique
- Orthodontics, Lahore Medical and Dental College, Lahore, Pakistan
| | - Asad Ur Rehman
- Orthodontics, Lahore Medical and Dental College, Lahore, Pakistan
| | - Shazia Ibnerasa
- Orthodontics, Lahore Medical and Dental College, Lahore, Pakistan
| | | | - Kamran Ali
- QU Health College of Dental Medicine, Qatar University, Doha, Doha, Qatar
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Shen B, Chen Y, Wu Y, Lan Y, He X, Wang N, Liu J, Yu Y. Development and effectiveness of a BOPPPS teaching model-based workshop for community pharmacists training. BMC MEDICAL EDUCATION 2024; 24:293. [PMID: 38491397 PMCID: PMC10943807 DOI: 10.1186/s12909-024-05282-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Accepted: 03/09/2024] [Indexed: 03/18/2024]
Abstract
BACKGROUND/AIM With the pharmaceutical innovation and clinical knowledge updating, the continuing education and on-the-job training are extremely important for improving community pharmacists' professional competence. Previous training often adopted traditional lecture-based teaching, and the efficacy was limited. The aim of this study is to develop a new strategy for community pharmacist training. METHODS Based on the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment and Summary) teaching model and workshop method, a continuing on-the-job training program was constructed. Participates were randomly and evenly divided into two groups by random number table method. Twenty-four community pharmacists in total completed all training contents and evaluation components in this study. Twelve pharmacists in experimental group were trained via this new BOPPPS-based workshop, while others still adopted traditional didactic lecture-based approaches. RESULTS After training, quantitative examination combined with clinical pharmacy practice tests were carried out to evaluate the effectiveness and outcomes of two training groups. For written exam, the total scores from the BOPPPS-based workshop group (82.67 ± 4.70) was higher than that of traditional lectured-base group (73.75 ± 6.15) (P < 0.001). Encouragingly, compared with the results of practical ability assessment from traditional training group (71.75 ± 4.75), the pharmacists receiving BOPPPS-based workshop training presented more excellent performance (78.25 ± 5.03), which displayed statistically significant differences (P < 0.01). In addition, an anonymous questionnaire was used to survey trainees' feelings after completing this continuing education program. The results revealed that the BOPPPS-based workshop can bring a better learning experience than traditional lecture-based training, and the percentages of positive response to each item were more than 91.7%. CONCLUSIONS Through multi-dimensional evaluation, it was suggested that our BOPPPS-based workshop achieved desired training effects. Moreover, our research also demonstrated that this strategy had advantages of stimulating inspiration, autonomous learning, team-work spirit and pharmacy practice improvement. It may provide a reference of innovative training method for community pharmacists.
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Affiliation(s)
- Bingzheng Shen
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
- Department of Clinical Pharmacy, School of Pharmaceutical Science, Wuhan University, Wuhan, China
| | - Yating Chen
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
| | - Yue Wu
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
| | - Yu Lan
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
| | - Xiaoqin He
- Teaching Affair Office, The First Clinical College, Wuhan University, Wuhan, China
| | - Na Wang
- Teaching Affair Office, The First Clinical College, Wuhan University, Wuhan, China
| | - Jun Liu
- Health Service Center, Xianghe Community, Wuhan, China
| | - Yan Yu
- Department of Gastroenterology, Tongji Hospital of Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
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Wen H, Xu W, Chen F, Jiang X, Zhang R, Zeng J, Peng L, Chen Y. Application of the BOPPPS-CBL model in electrocardiogram teaching for nursing students: a randomized comparison. BMC MEDICAL EDUCATION 2023; 23:987. [PMID: 38129836 PMCID: PMC10740289 DOI: 10.1186/s12909-023-04983-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Accepted: 12/17/2023] [Indexed: 12/23/2023]
Abstract
BACKGROUND/AIM Interpreting an electrocardiogram (ECG) is a vital skill for nurses in cardiology. This study aimed to evaluate the efficacy of the bridge-in, objective, preassessment, participatory learning, post-assessment, and summary (BOPPPS) model, when combined with case-based learning (CBL), in enhancing nursing students' ECG interpretation capabilities. MATERIALS & METHODS Nursing students were randomly divided into two groups: one utilizing the BOPPPS model combined with CBL (BOPPPS-CBL), and the other employing a traditional lecture-based learning (LBL) model. All participants underwent training and completed pre- and post-course quizzes. RESULTS The BOPPPS-CBL model significantly improved nursing students' abilities in ECG interpretation compared to the traditional LBL model group. The BOPPPS-CBL model proved to be a comprehensive and effective method for enhancing students' attitudes towards teaching and learning. DISCUSSION Our study demonstrated for the first time that the BOPPPS-CBL model is an innovative and effective method for promoting nurses' accuracy in ECG interpretation. It highlights the potential of this approach as a superior alternative to traditional learning methods.
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Affiliation(s)
- Heling Wen
- Department of Cardiology, Sichuan Academy of Medical Science &Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Wentao Xu
- School of Medicine, University of Electronic Science and Technology of China, Chengdu, 610075, China
| | - Fuli Chen
- Department of Cardiology, Sichuan Academy of Medical Science &Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Xiaoyan Jiang
- Department of Cardiology, Sichuan Academy of Medical Science &Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Rui Zhang
- Department of Cardiovascular Surgery, The Seventh People's Hospital of Chengdu, Chengdu, China
| | - Jianhui Zeng
- Department of Cardiology, The Affiliated Hospital of North Sichuan Medical College, Nanchong, China
| | - Lei Peng
- Department of Nephrology, Sichuan Academy of Medical Science &Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China.
| | - Yu Chen
- Department of Cardiology, Sichuan Academy of Medical Science &Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China.
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Parikh N, Risinger D, Holland JN, Molony DA, van der Hoeven D. Evaluating dental students' perspectives on the concurrent teaching of didactic and case-based courses. J Dent Educ 2022; 86:1643-1652. [PMID: 35994207 DOI: 10.1002/jdd.13081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Accepted: 07/27/2022] [Indexed: 12/14/2022]
Abstract
PURPOSE To evaluate student perception of integrating biomedical and clinical sciences based on survey of dental students on the concurrent teaching of a didactic systems-based course and a case-based course. METHODS First-year to fourth-year students (DS1-DS4) students were surveyed for their experiences in concurrent teaching. Student response rate for the survey was 55% (229/420). Pearson's Chi-squared tests and Kruskal-Wallis rank sum tests were used to assess statistical significance (p < 0.05). RESULTS Of the students surveyed, 83% strongly agreed or agreed that concurrent teaching of the didactic and case-based courses helped them better understand the biomedical science background and the clinical ramifications (p < 0.001). On average, 75% percent strongly agreed or agreed that concurrent teaching kept them engaged, motivated, think critically, apply the course content and prepare for clinical practice (p < 0.001). Of the students surveyed, 69% support expanding concurrent teaching to all four years (p < 0.001). Mean responses from DS1 and DS4 students differed for questions relating to understanding of biomedical sciences, critical thinking and application to clinic (p < 0.01). Qualitative data showed that students enjoyed the reinforcement of concepts and application to clinical scenarios. CONCLUSIONS Concurrent teaching of didactic and case-based learning courses, thus showing clinical relevance of biomedical sciences in the first year of dental curriculum, is perceived by students as an effective method of educating dental students. Such integrative learning process with horizontal and vertical integration and concurrent curriculum is even more relevant with the implementation of the integrated national board dental examination.
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Affiliation(s)
- Neha Parikh
- Department of Diagnostic and Biomedical Sciences, School of Dentistry, The University of Texas Health Science Center at Houston, Houston, Texas, USA
| | - Dane Risinger
- School of Dentistry, The University of Texas Health Science Center at Houston, Houston, Texas, USA
| | - Julian N Holland
- Office of Research, School of Dentistry, The University of Texas Health Science Center at Houston, Houston, Texas, USA
| | - Donald A Molony
- Department of Internal Medicine, McGovern Medical School, The University of Texas Health Science Center at Houston, Houston, Texas, USA
| | - Dharini van der Hoeven
- Department of Diagnostic and Biomedical Sciences, School of Dentistry, The University of Texas Health Science Center at Houston, Houston, Texas, USA
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Shen J, Yuan L, Ge R, Shao X, Jiang X. Improving medical student recruitment into neurosurgery through teaching reform. BMC MEDICAL EDUCATION 2022; 22:656. [PMID: 36056389 PMCID: PMC9440581 DOI: 10.1186/s12909-022-03722-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Accepted: 08/30/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE This study aimed to determine whether a combination of case-based learning (CBL) and problem-based learning (PBL) methods in teaching can improve the academic performance and recruitment of medical students for neurosurgery. METHODS Four classes of fourth-year medical students were randomly divided into two groups. The traditional model group received the traditional teaching method, and the CBL-PBL group received the combined teaching methods of CBL and PBL. After the courses, the differences between the two groups in self-perceived competence, satisfaction with the course, post-class test scores, and clinical practice abilities were compared, and the proportions of neurosurgery major selection in pre- and post-curriculum between the two groups were also analyzed. RESULTS Self-perceived competence, post-class test scores, and clinical practice abilities in the CBL-PBL group were better than those in the traditional model group. The students in the CBL-PBL group showed a higher degree of satisfaction with the course than those in the traditional model group (χ2 = 12.03, P = 0.007). At the end of the semester, the proportion of students who chose neurosurgery majors in the CBL-PBL group was 13.3%, more than the 3.4% in the traditional model group (χ2 = 3.93, P = 0.048). CONCLUSION Compared with the traditional teaching method, the CBL and PBL integrated method is more effective for improving the performance of medical students and enhancing their clinical capabilities in neurosurgery teaching. The CBL-PBL method effectively improved students' interests in neurosurgery, potentially contributing to increasing medical student recruitment into neurosurgery.
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Affiliation(s)
- Jun Shen
- Department of Neurosurgery, The First Affiliated Hospital of Wannan Medical College (YiJiShan Hospital of Wannan Medical College), Anhui Province, 241001, Wuhu City, People's Republic of China.
| | - Lili Yuan
- Department of Neurology, The First Affiliated Hospital of Wannan Medical College (YiJiShan Hospital of Wannan Medical College), Wuhu City, Anhui Province, People's Republic of China
| | - Ruixiang Ge
- Department of Neurosurgery, The First Affiliated Hospital of Wannan Medical College (YiJiShan Hospital of Wannan Medical College), Anhui Province, 241001, Wuhu City, People's Republic of China
| | - Xuefei Shao
- Department of Neurosurgery, The First Affiliated Hospital of Wannan Medical College (YiJiShan Hospital of Wannan Medical College), Anhui Province, 241001, Wuhu City, People's Republic of China
| | - Xiaochun Jiang
- Department of Neurosurgery, The First Affiliated Hospital of Wannan Medical College (YiJiShan Hospital of Wannan Medical College), Anhui Province, 241001, Wuhu City, People's Republic of China
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Li X, Li Y, Li X, Chen X, Yang G, Yang L. Comparison of case-based learning combined with Rain Classroom teaching and traditional method in complete denture course for undergraduate interns. BMC MEDICAL EDUCATION 2022; 22:610. [PMID: 35945563 PMCID: PMC9364507 DOI: 10.1186/s12909-022-03678-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Accepted: 07/29/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Complete denture, as an important restoration method for edentulism, is difficult to study for beginners, especially in linking the theory with clinical practice. OBJECTIVE This study was aimed to compare the teaching effects between case-based learning combined with Rain Classroom teaching and traditional lecture method in the clinical course of complete denture prosthesis for undergraduate interns. METHODS In a course called "Problems and treatment strategies of complete denture after wearing", interns were divided into two groups: one for traditional lecture-based teaching with PowerPoint slideshow (the control group, n = 28); and the other for case-based learning combined with Rain Classroom teaching, which published information before class, discussed specific clinic cases in class and got real-time interns' feedback via WeChat (the test group, n = 22). Both groups received the same exam and questionnaire survey after class. The Q&A participation of interns in class, theoretical test scores and questionnaire survey responses were used to evaluate the teaching effects. An independent sample t-test and the chi-square test or Fisher's exact test were used for statistical analysis in this study. RESULTS The Q&A participation of interns in the test group was much better than that of the control group. The average score on the theoretical test after class in the test group (72.14 ± 12.24) was significantly higher than that in the control group (61.29 ± 20.12) (P < 0.05). In the test group, 94.54% (21/22) of the interns preferred the new teaching mode. CONCLUSION Case-based learning combined with Rain Classroom teaching is helpful to enliven the classroom atmosphere, inspire studying enthusiasm, and achieve a good learning effect in both theory and clinical practice related to complete denture prosthesis.
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Affiliation(s)
- Xueling Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Yanshan Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Xiaolan Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Xiaodan Chen
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Guihong Yang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Ling Yang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China.
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Perez A, Arntson C, Howey M, Amin M, Kebbe M, Ganatra S. Dental students' perceptions of the wildcard as a novel teaching technique in case-based learning. J Dent Educ 2022; 86:1350-1358. [PMID: 35404477 DOI: 10.1002/jdd.12938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 02/06/2022] [Accepted: 03/11/2022] [Indexed: 11/11/2022]
Abstract
OBJECTIVE Cases used in case-based learning should be realistic, relatively difficult, engaging, and educational to maximize clinical knowledge and skills. Data are needed to support the effectiveness of existing and new techniques to ensure these case attributes. The purpose of this study was to explore dental students' perceptions of the wildcard technique in case-based learning. This novel technique aims to ensure key case attributes by adding new information to the analysis of a case that challenges the initial diagnosis and/or treatment plan. METHODS Constructivism (paradigm) and interpretative description (approach) informed the study design. Participants were 21 third- and fourth-year dental students who took part in an oral pathology seminar in which the wildcard was employed. Data were collected through individual, semi-structured interviews that were digitally recorded and transcribed verbatim. Inductive, manifest thematic analysis was used to analyze the data. Several verification strategies were implemented to ensure rigor throughout data analysis. RESULTS Identified themes suggest that students perceived the wildcard as a new scenario that simulated clinical practice regarding settings, situations, conditions, and required skills. They also enjoyed the wildcard and found it effective in terms of knowledge acquisition, skills development, and engagement. Students valued and recommended wildcards that were challenging, authentic, and educational. CONCLUSIONS Students positively valued the wildcard, which seems to ensure several case attributes. Learning and behavioral outcome evaluations are needed to further establish the effectiveness of the wildcard in case-based learning.
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Affiliation(s)
- Arnaldo Perez
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Alberta, Canada
| | - Cheryl Arntson
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Alberta, Canada
| | - Madison Howey
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Alberta, Canada
| | - Maryam Amin
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Alberta, Canada
| | - Maryam Kebbe
- Reproductive Endocrinology and Women's Health Laboratory at the Pennington Biomedical Research Center, Baton Rouge, LA, USA
| | - Seema Ganatra
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Alberta, Canada
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Li L, Liu X, Chen Z, Wang L, Lian X, Zou H. The Application of a Case-Based Social Media-Assisted Teaching Method in Cariology Education:Comparative Study. J Med Internet Res 2021; 23:e29372. [PMID: 34397390 PMCID: PMC8398747 DOI: 10.2196/29372] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 06/07/2021] [Accepted: 07/05/2021] [Indexed: 01/25/2023] Open
Abstract
Background Current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic caused an unprecedented disruption in medical education and health care systems worldwide. Innovation in the teaching mode of cariology education is required to change the situation. Objective The goal of the research was to evaluate the application effects of a case-based social media–assisted teaching method in cariology education. Methods Dental students of class 2019 were enrolled into the experimental group, while students of class 2018 served as control. A case-based social media–assisted teaching method was used in the experimental group, which included preclass activity via social media, additional discussion and practice process record in class, and questions and answers on the platform after class. The traditional teaching method, which consisted of conventional preparation before class, traditional lectures and demonstrations followed by students practice in class, and questions and answers step after class, was used in the control group. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social media–assisted teaching group students anonymously. All data were analyzed using SPSS statistical software (version 22.0, IBM Corp). Results The mean student cavity preparation skill evaluation scores was 82.51 (SD 6.82) in the experimental group and 77.19 (SD 5.98) in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% (100/106) of the students recommended the case-based social media–assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (104/106, 98.1%). They also recognized that the classroom atmosphere was active (94/106, 88.7%). Conclusions The case-based social media–assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attending students. This method could be used to supplement the teaching of cariology.
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Affiliation(s)
- Li Li
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,No 2 Teaching & Research Department of Conservative Dentistry, Endodontics and Oral Medicine, Tianjin Medical College, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Xiaobin Liu
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Zeyuan Chen
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Liyuan Wang
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Xiaoli Lian
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Huiru Zou
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,No 2 Teaching & Research Department of Conservative Dentistry, Endodontics and Oral Medicine, Tianjin Medical College, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
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