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.

COVID-19 restrictions necessitated innovative online adaptations to conventional qualitative methods; however, virtual interviews do not permit capturing visual data from participants’ environments. Traditional mobile interviews conducted in situ provide contextual, relational, and situational knowledge. Virtual adaptations of mobile interviews have been theorized but not fully tested. This paper compares experiences with an online interview and a virtual adaptation of a mobile interview, the Participant-Directed Mobile Interview (PDMI), during a pilot study examining the design elements of private dental office waiting rooms as symbolic presentations of a dentist’s and dental clinic’s identity. Participants ( n = 4), who worked in private dental clinics and had participated in the planning and designing the waiting room, were selected using a purposive and convenience sample design. Participants were required to have access to a mobile device, the internet, and the Zoom cloud-based video conferencing platform. A semi-structured interview preceded PDMI, and both were recorded on Zoom. Unlike the online semi-structured interview, PDMI revealed the participant’s relationship to the space, produced more nuanced and contextual data and clarified the meaning of subjective statements and terms. Mobile devices used by the participant (iPad/mobile phone) provided the researcher with a view of the space and access to visual and relational data that would not be possible if the camera focused on the participants alone. Participants could freely explore, interact with, and reflect on the space in real-time, enhancing the depth and breadth of responses. PDMI was limited by participants’ access to and choice of equipment and internet services and their technical skill level. This technique could be applied to circumstances beyond the COVID-19 pandemic. PDMI could increase access, reduce research costs in distant or remote communities, and provide valuable insights within various methodologies and disciplines.