Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry

Liu, Yunfei; Xu, Yamei; Li, Yueheng; Wu, Qingqing

doi:10.7717/peerj.8353

Cited by 20 publications

(26 citation statements)

References 31 publications

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“…Another study conducted among first year dental students for physiology also yielded improvement of scores following CBL sessions [12]. Likewise, CBL also led to improvement of test scores among a cohort of students in Implant Dentistry [13]. The improvement in scores in our study might be attributed to the dynamic methods of learning in CBL in Group I students compared to the conventional methods in Group II, which predominantly relied on existing theoretical knowledge and memorization of histopathological images.…”

Section: Discussionsupporting

confidence: 63%

Case based learning as a dynamic approach towards learning oral pathology

Shrestha

Marla

Rimal

et al. 2021

Preprint

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Introduction: Oral pathology comprises of extensive teaching-learning of histopathology. Teaching histopathology is always challenging more when numerous histopathology slides are involved. There is lack of interest among the students and also face challenges to correlate with the clinical presentation. For effective learning, need for a method which is interactive and helps create clinico pathological correlation was felt. This study was designed to assess the impact and feasibility of case-based learning in routine teaching among dental students. Methods: A cross sectional study was conducted among 58 undergraduate dental students, wherein a case-based learning method was introduced in the practical classes. Thirty students were randomly selected as case based learning and remaining as conventional group. Multiple paper-based cases on oral cancer was designed and used for the case based learning group of students. A self-designed pre and posttest interventional tools along with post intervention assessment using modified essay question was designed and applied. Results: Significant difference in the scores between pre and post intervention questionnaire was observed among the case-based learning group (p<0.0001), however non-significant among the conventional. Similarly, significant difference in the scores of modified essay question was observed between the study groups. Majority of the students among the case-based learning group agreed that it benefitted their personal, professional and communicative skills. The students expressed their enthusiasm in learning with this method and suggested to apply it more often. Discussion: Case-based learning is an effective method and incorporation of it on a regular basis could help favor an effective learning environment. Keywords: case-based learning, dental students, learning environment, oral pathology

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Section: Discussionsupporting

confidence: 63%

Case based learning as a dynamic approach towards learning oral pathology

Shrestha

Marla

Rimal

et al. 2021

Preprint

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“…PBL pedagogy is problem-based, student-centered and teacher-guided [29]. PBL maximizes students' autonomous learning, acquiring knowledge through a process of discussion, self-study, rediscussion and relearning [15]. Bains M demonstrated that a combination of anatomy teaching and PBL could promote learning efficiency and students' comprehensive ability [2].…”

Section: Discussionmentioning

confidence: 99%

Practice and exploration of the "student-centered" multielement fusion teaching mode in human anatomy

Liu

et al. 2022

Surg Radiol Anat

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Purpose Human anatomy is a core course of basic medicine and the first professional course for medical students. Traditional teaching includes "teacher-centered" instruction, passive learning, and a lack of interaction between teachers and students as well as between students. The aim of this study was to develop a "student-centered" multielement fusion teaching mode to address the mentioned drawbacks. Methods A total of 141 clinical medical students from grades 2016 and 2017 of Chengde Medical University participated in this study. The students were randomly divided into four classes: two experimental classes and two control classes. The experimental classes experienced a "student-centered" multielement fusion teaching mode, while the control classes experienced a traditional teaching method. Formative assessments and questionnaires were used to assess the students' preferences and obtain feedback. Theoretical and experimental tests were carried out to detect the students' scores at the end of the semester. ResultsThe results of the questionnaires demonstrated that 100% of the students agreed that the multielement teaching mode was better. In the experimental test, the students in the experimental group achieved a mean score of 16.50 ± 0.3203, which was significantly higher than that of the control group 12.65 ± 0.4731 (P < 0.01). In the theoretical test, the average score of the experimental group was 45.86 ± 0.6273 and that of the control group was 46.59 ± 0.6636; thus, there was no significant difference between the two groups (P > 0.05). ConclusionThe application of a "student-centered" multielement fusion teaching mode obtained strong approval from the students. This teaching mode not only improved students' interest in learning and increased the interaction between teachers and students as well as between students but also enhanced students' competence and will lay a solid foundation for their future careers.

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“…CBL and PBL integrated methods have been demonstrated to be better than the traditional teaching method in the teaching of other clinical courses. Liu et al adopted CBL-PBL teaching for maxillary sinus floor augmentation, and better results were obtained in terms of academic knowledge acquisition, case analysis ability, and student satisfaction compared to the traditional teaching method [ 17 ]. Zhao et al also demonstrated that in teaching about thyroid disease, CBL and PBL integrated methods improved residents’ and medical students’ performance and enhanced their clinical skills compared to the traditional teaching method [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

Improving medical student recruitment into neurosurgery through teaching reform

Shen

Yuan

et al. 2022

BMC Med Educ

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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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Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry

Cited by 20 publications

References 31 publications

Case based learning as a dynamic approach towards learning oral pathology

Case based learning as a dynamic approach towards learning oral pathology

Practice and exploration of the "student-centered" multielement fusion teaching mode in human anatomy

Improving medical student recruitment into neurosurgery through teaching reform

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