Dental students’ perceptions of the wildcard as a novel teaching technique in case‐based learning

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.

Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?

“…or are typical, real-world examples while using a CBL technique. Intense interaction between participants builds knowledge as they evaluate a case as a group using this learner-centered approach (Maia et al, 2023;Perez et al, 2022).…”

The effects of video‐driven discussions integrated into the flipped classroom model on learning achievement, practical performance, and higher‐order thinking skills in dental education

“…A concern is that the development of these HOTS and practical application skills in dentistry has limited reproducibility due to crowded classrooms and limited lecture hours (van der Hoeven et al, 2020; Whitney et al, 2016). Conventional instructor‐centred models that reward memorization are insufficient to develop these skills (Perez et al, 2022). Hence, this recent study suggested the FC model supported with video‐driven discussion in DE.…”

“…It is necessary for DSs to take their responsibilities for learning and to develop higher‐order thinking skills (HOTS) rather than teacher‐centred instruction (Gallardo et al, 2022). Perez et al (2022) argue that dental education (DE) requires a problem‐ or case‐based constructivist learning approach promoting active engagement of learners. Traditional teacher‐centred approaches fall short of developing high‐order mental skills such as problem‐solving, critical thinking, and analysis in students (Perez et al, 2022).…”

“…Perez et al (2022) argue that dental education (DE) requires a problem‐ or case‐based constructivist learning approach promoting active engagement of learners. Traditional teacher‐centred approaches fall short of developing high‐order mental skills such as problem‐solving, critical thinking, and analysis in students (Perez et al, 2022). Therefore, innovative technologies and pedagogical approaches should be systematically integrated into teaching for the sustainability of DE.…”