Questionnaire research on how to train innovation stomatology undergraduates in China using domestic and international practical experiences

Abstract

Background The curriculum of interdisciplinary oral undergraduates can help to train stomatologists with better analytical, creative and critical thinking. The curriculum reform of stomatology students is a hot topic in domestic colleges and universities.Objective The aim of this study was to (1) analyze the necessity and feasibility of setting up interdisciplinary courses through advanced cases at home and abroad and to summarize the successful experience,(2) to understand the cognition, learning interest and knowledge mastery of interdisciplinary students majoring in stomatology to lay a foundation for the formulation of training programs and development strategies for interdisciplinary innovative talents, and (3)summarize the current situation of undergraduate discipline cross-training and propose improvement measures.Methods The successful precedents of curriculum reform at home and abroad were collected, and a questionnaire on the cognition of stomatology students majoring in stomatology was designed according to the curriculum design of undergraduates in oral medicine at Lanzhou University. The results of 451 questionnaires of stomatology majors were collected, and the cognitive situation, internal mechanism, external environment and overall learning structure of interdisciplinary construction were summarized and analyzed. To achieve better reform results, we have gained experiences from the successful cases of various curriculum reforms in stomatology at home and abroad and carried out "localization" according to the actual situation. During the period, getting feedback from students helped to promote the research.Results A total of 83.6% of the respondents thought that there was a great intersection or great intersection between stomatology and other majors, and 99.8% of the respondents thought that interdisciplinary knowledge was very beneficial or relatively beneficial to the scientific research of this major. A total of 69.2% of the interviewees thought that their interdisciplinary knowledge was below average or on average, and 95.1% of the interviewees said they were very willing or more willing to learn more interdisciplinary knowledge.Conclusion It is necessary and feasible to carry out interdisciplinary education in the stage of stomatology major undergraduate education and to cultivate interdisciplinary innovative talents in stomatology. The improvement of the curriculum, the construction of an interdisciplinary cooperation base and the establishment of an interdisciplinary cooperation mode need to be further explored, expanded and deepened.