Job requirements compared to dental school education: impact of a case-based learning curriculum

Keeve, Philip L.; Gerhards, Ute; Arnold, Wolfgang A.; Zimmer, Stefan; Zöllner, Axel

doi:10.3205/zma000824

Cited by 4 publications

(2 citation statements)

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“…4 CBL may also facilitate competency development in students in a manner that parallels their future professional career goals. 5 In the early 21st century, the Chinese dental education system realised the crucial systemic obstructions in transforming a dental graduate into a skilled and professional dentist who was in great demand. To overcome this roadblock, some of the well-known key Chinese dental schools, including Shanghai Second Medical University, School of Stomatology at the Fourth Military Medical University and School of Stomatology at Wuhan University, took critical steps forward to greatly reform the contemporary dental education models.…”

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confidence: 99%

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Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis

et al. 2022

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ObjectiveThe application of case-based learning (CBL) pedagogy has been emerging as an improved and more practical learning method across the Chinese dental education system. This article provides a critical overview of CBL pedagogy and further assesses the effectiveness of this teaching model in Chinese dental education.DesignA systematic review and meta-analysis.MethodsStudies published up to December 2019 were searched in the following electronic databases: China National Knowledge Infrastructure, China Science Periodical Database, Chinese Biomedical documental database, Wanfang data, PubMed, EMBASE and Cochrane Central Register of Control Trials. All randomised controlled trials (RCTs) that compared the effectiveness of the CBL teaching model and the traditional lecture-based learning (LBL) model in all dental disciplines were included. The assessment of methodological quality was based on the guidelines described in the Cochrane Handbook for Systematic Reviews, and the meta-analysis was performed using the software RevMan V.5.3ResultsA total of 30 RCTs were finally included, with a total sample size of 2356 dental students. The CBL pedagogy significantly increased knowledge scores (standardised mean difference (SMD)=1.58, 95% CI: 0.95 to 2.20, p<0.0001), skill scores (SMD=1.22, 95% CI: 0.34 to 2.11, p<0.0001), comprehensive ability scores (SMD=1.91, 95% CI: 1.74 to 4.07, p<0.0001) and teaching satisfaction (risk ratio=1.38; 95% CI: 1.15 to 1.65; p=0.01) compared with the LBL teaching model among the dental students. Additionally, a subgroup analysis showed significant differences in the effects of CBL on knowledge scores, skill scores and comprehensive ability scores when comparing theoretical and practical courses.ConclusionsThe meta-analysis and systematic review of the eligible literature showed that the CBL pedagogy in Chinese dental education is an effective way to increase knowledge scores, skill scores, comprehensive ability scores and teaching satisfaction. Successful adaptation of this teaching model could solve the scarcity of highly skilled and professional dentists in dental schools and hospitals across China.

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confidence: 99%

“… 4 CBL may also facilitate competency development in students in a manner that parallels their future professional career goals. 5 …”

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Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis

et al. 2022

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Does Online Interprofessional Case-Based Learning Facilitate Collaborative Knowledge Construction?

Lestari¹,

Rahmawatie²,

Wulandari³

2023

JMDH

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Introduction COVID-19 pandemic has caused an impact on various sectors of life, including the education sector. During the COVID-19 pandemic, education from various levels could only be carried out online by utilizing various on-line media. In Health professional education context, one of the learning activities that must be shifted in online format was interprofessional education (IPE) program. This study aimed to evaluate students’ collaborative knowledge construction to evaluate the effectiveness of online interprofessional case-based learning (CBL) activities. Methods This interventional study using quantitative and qualitative method involved a total of 476 students; consisted of 204 medical students, 39 midwifery students and 233 nursing students; who took part online interprofessional CBL. All students were divided into 34 mixed profession groups with 14 students each. To evaluate students’ collaborative knowledge construction during CBL, data were collected using the Maastricht Peer Activity Rating Scale (MPARS). Qualitative data exploring students’ perception regarding online IPE activity and their online CBL process were collected using Focus Group Discussion (FGD). Quantitative data were analysed using statistical tests, and the qualitative data were analysed using thematic analysis. Results Students’ scores for constructive, collaborative, and motivational activities evaluated using MPARS were considered as average to high. However, nursing students scored the lowest compared to the other two fellow professions: medical and midwifery students, on all items of the MPARS. Medical students had the highest MPARS scores. Several themes could be explored during the FGD. Discussion This study revealed that students could engage in collaborative knowledge construction in interprofessional education implementing online interprofessional CBL. However, students thought that offline collaborative practice will better improve team bonding which is considered as prominent aspect for collaboration. This thought gives idea to the implementation of hybrid online offline learning for IPE.

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Bridging the gap in 1 ^st year dental material curriculum: A 3 year randomized cross over trial

Gali

Shetty

Murthy

et al. 2015

J Indian Prosthodont Soc

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Background:Case-oriented small group discussions (COSGDs) can help students to correlate and integrate the basic science of dental materials into clinical application. We used COSGDs along with didactic lectures in dental material curriculum and hypothesized that case-oriented group discussions would be more effective than traditional lecture alone in terms of performance of students, student perception on the above two teaching methodologies and the feasibility in classes of 2010, 2011 and 2012.Methods:A total of 170 students were taught using both COSGD and didactic lecture in a randomized controlled crossover trial design. Their performance was assessed through multiple-choice questions (MCQs) as part of the formative assessment, and their perception was assessed through Likert scale questionnaire.Results:The mean difference in the scores between case-oriented group discussions with lecture and didactic lecture showed significant difference only in few topics. Around 94–96% of students perceived COSGD with didactic lecture help them understand theory better; 76–92% of students feel more comfortable asking questions in a group discussion; 89–98% of students feel such discussions motivate them and 91–100% of students agree that discussions make the subject interesting in the respective years of 2010, 2011 and 2012.Conclusion:Effectiveness of COSGD in terms of scores through MCQs is comparable to traditional lecture. However, most of the students perceive COSGD help them understand the theory better; co-relate clinically; more motivating and interesting than a traditional lecture. Feasibility in institution needs more time and resources to conduct COSGD within the dental material curriculum.

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Job requirements compared to dental school education: impact of a case-based learning curriculum

Cited by 4 publications

References 24 publications

Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis

Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis

Does Online Interprofessional Case-Based Learning Facilitate Collaborative Knowledge Construction?

Bridging the gap in 1 ^st year dental material curriculum: A 3 year randomized cross over trial

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Job requirements compared to dental school education: impact of a case-based learning curriculum

Cited by 4 publications

References 24 publications

Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis

Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis

Does Online Interprofessional Case-Based Learning Facilitate Collaborative Knowledge Construction?

Bridging the gap in 1 st year dental material curriculum: A 3 year randomized cross over trial

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Bridging the gap in 1 ^st year dental material curriculum: A 3 year randomized cross over trial