Practising case-based learning in oral medicine for dental students in China

2013 ◽  
Vol 17 (4) ◽  
pp. 225-228 ◽  
Author(s):  
G.-F. Du ◽  
C.-Z. Li ◽  
S.-H. Shang ◽  
X.-Y. Xu ◽  
H.-Z. Chen ◽  
...  
Keyword(s):  
Dental Students ◽  
Oral Medicine ◽  
Case Based Learning ◽  
Case Based

scholarly journals THE PERSPECTIVE OF FIRST YEAR DENTAL STUDENTS TO CASE-BASED LEARNING AS AN EFFECTIVE TOOL IN LEARNING PHYSIOLOGY: A CASE STUDY.

2017 ◽  
Vol 5 (3) ◽  
pp. 1514-1521
Author(s):  
MonaMohamedIbrahim Abdalla ◽  
◽  
MahmoudSaid Mohdy ◽  
Keyword(s):  
Dental Students ◽  
First Year ◽  
Case Based Learning ◽  
Case Based

Wechat App Combined Case-Based Learning in Clinical Training of Oral Medicine: Comparison and Feasibility Study (Preprint)

2020 ◽  
Author(s):  
Hong He ◽  
Xinyu Xia ◽  
Xiaotong Deng ◽  
Mimi Zhou ◽  
Chao Liu ◽  
...  
Keyword(s):  
Clinical Training ◽  
Control Group ◽  
Oral Medicine ◽  
Student Centered ◽  
Case Based Learning ◽  
Degree Of Participation ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Case Based

BACKGROUND Case Based Learning (CBL) is being hottly used in student-centered medical education worldwide. In China, Wechat is the most popular communication app in China and is widely used in all walks of life. We have practiced several years combining Wechat and CBL in the clinical training of oral medicine, promoting outcomes in traditional bedside training. OBJECTIVE This study aimed to demonstrate the acceptability and merits of Wechat CBL in the clinical training of oral medicine. METHODS A total of eighty students and two tutors participated in this study within a 2-month training during Jan. 2018 and Jan. 2020. The control group used bedside mode and the experimental group used bedside plus Wechat CBL mode. The evaluations included participation passion and routine and finial test. The students of clerkship as 10 and residents as 30 in same number respectively between experiment and control groups. RESULTS The participants in the experimental group had a higher degree of participation in the discussion. And the daily assessment and final examination scores of the participants in the experimental group were significantly better than those in the control group (P<0.001). CONCLUSIONS Wechat CBL mode has a positive effect on students’ learning enthusiasm and knowledge assessments & technology evaluations in clinical training of oral medicine.

Evaluation of Efficacy of Online Case Based Learning as a Teaching Learning Tool in Undergraduate Oral Pathology Course

2021 ◽  
Vol 6 (1) ◽  
pp. 1341-1345
Author(s):  
Bijayata Shrestha ◽  
Sushil Subedi ◽  
Ujjwal Koirala ◽  
Ishwori Sharma Paudel ◽  
Sabita Paudel
Keyword(s):  
Oral Pathology ◽  
Mean Value ◽  
Dental Students ◽  
Multiple Choice Questions ◽  
Online Questionnaire ◽  
Learning Group ◽  
Post Test ◽  
Case Based Learning ◽  
Online Lecture ◽  
Case Based

Introduction: COVID-19 had enforced educational institutes to adopt online learning. Objectives: This study was designed to compare the learning outcome of online case and online lecture based learning in the undergraduate Oral pathology module of our institute and to compare the perception of students towards the course atiended. Methodology: The 3rd year dental students (N=25) were split into – online case based learning (A1=6, A2=6) and online lecture based learning groups (B=13) randomly. An online multiple choice questions tests were conducted before and after the interventions. An online questionnaire based survey was conducted to evaluate students' perceptions toward the course attended. The statistical analysis was done using paired t test and Mann Whitney U test. Results: Online case based learning was found to be a more effective learning method than online lecture based learning group (online case based learning post test mean rank=16, online lecture based learning post test mean rank=9.54, P=0.026). Significantly more students in the online case based learning group had positive perception towards the course atiended (online lecture based learning; mean value =2.5+/- 0.54, online case based learning; mean value =2.87+/-0.2, P=0.041). Conclusion: Online case based learning should be integrated in Oral Pathology curriculum amidst such pandemics when onsite classes are not possible.

scholarly journals Student Perceptions of Effectiveness of Case-Based Learning in Orthodontic Education

2015 ◽  
Vol 2 (1) ◽  
pp. 48-52 ◽  
Author(s):  
Zhenhua Yang ◽  
Yin Ding ◽  
Zuolin Jin ◽  
Fang Jin
Keyword(s):  
Treatment Planning ◽  
Student Perceptions ◽  
Dental Education ◽  
Treatment Plan ◽  
Dental Students ◽  
Diagnosis And Treatment ◽  
Learning Program ◽  
Initial Attempt ◽  
Case Based Learning ◽  
Case Based

Background :Teacher-centered education dominates dental education in China. This report introduced the redesign of an orthodontic course previously delivered in a traditional lecture format into a case-based and student-centered learning format that focuses on improving students’ ability in clinical problem-solving and decision making skills.Methods :Thirty five dental students at the fourth year of a five-year B.D.S. program met in a ten-period series of seminars. Case details with relevant diagnostic records were provided to each student ahead of time. A diagnostic worksheet was used to guide students through the analytical process to develop the diagnosis and treatment plan. Students took turns leading the discussion at each seminar. Instructors served as facilitators and evaluators. Following the last session, a questionnaire was distributed to each student to evaluate the case-based learning program.Results :Responses from students revealed that the case-based orthodontic course was well received. Students commented favorably upon improvement in the aspects of problem lists, diagnosis and treatment planning.Conclusion :It was our initial attempt of using case-based learning format often used in postdoctoral dental education as a curriculum innovation in undergraduate orthodontic education. Our pilot investigation indicated that CBL is worthy of wide use and could be applied in multilevel dental education to develop the dental student's knowledge and skill in comprehensive patient evaluation and diagnosis in preparation for treatment planning.

Dental students’ perceptions of case‐based learning method and the impact of clinical information in imaging diagnosis

2020 ◽  
Vol 24 (4) ◽  
pp. 773-778
Author(s):  
Hellen C. M. R. Tostes ◽  
Luciana B. Oliveira ◽  
Ademir Franco ◽  
José L. C. Junqueira ◽  
Monikelly C. C. Nascimento ◽  
...  
Keyword(s):  
Clinical Information ◽  
Dental Students ◽  
Learning Method ◽  
Imaging Diagnosis ◽  
Case Based Learning ◽  
The Impact ◽  
Case Based

scholarly journals Case based learning as a dynamic approach towards learning oral pathology.

2021 ◽  
Author(s):  
Ashish Shrestha ◽  
Vinay Marla ◽  
Jyotsna Rimal ◽  
Sushmita Shrestha ◽  
Shashi Keshwar ◽  
...  
Keyword(s):  
Learning Environment ◽  
Oral Pathology ◽  
Dental Students ◽  
Post Intervention ◽  
Effective Learning ◽  
Learning Group ◽  
Significant Difference ◽  
Case Based Learning ◽  
Essay Question ◽  
Case Based

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

scholarly journals Comparison of attitudes, awareness, and perceptions regarding oral healthcare between dental and nursing students before and after oral healthcare education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Satoru Haresaku ◽  
Yojiro Umezaki ◽  
Rui Egashira ◽  
Toru Naito ◽  
Keiko Kubota ◽  
...  
Keyword(s):  
Nursing Students ◽  
Health Professionals ◽  
Periodontal Diseases ◽  
Education Programme ◽  
Dental Students ◽  
Rank Test ◽  
Healthcare Education ◽  
Healthcare Practice ◽  
Case Based Learning ◽  
Case Based

Abstract Background Oral healthcare education for health professional students is important to promote collaborative oral healthcare practice among health professionals. The purpose of this follow-up, cross-sectional study was to investigate attitudes, awareness, and perceptions regarding oral healthcare among dental and nursing students and to compare them both between baseline and the completion of the education programme and between dental and nursing students to identify problems with oral healthcare programmes in dental education. Method The subjects included 88 dental and 119 nursing students. The dental students participated in geriatric and preventive dentistry courses for oral healthcare education. The nursing students participated in independent oral healthcare courses comprising 45 h of training with case-based learning and were taught and instructed by multiple health professionals, including dentists. Questionnaires were distributed to the participants to compare attitudes, awareness, and perceptions regarding oral healthcare between baseline and the completion of the education programme and between dental and nursing students. A chi-square test, Wilcoxon signed-rank test, and Mann–Whitney U test were used to compare the data. Result and Conclusion The data of 48 (28 male and 20 female) dental students and 103 (9 male and 94 female) nursing students who completed the questionnaires both at baseline and after the education programme were used for the comparisons. After the education programme, more than 90% of the students were interested in oral healthcare practice; hoped to practise oral healthcare post-qualification; and perceived oral healthcare to be effective for preventing dental caries, periodontal diseases, and aspiration pneumonia. These attitudes and perceptions were statistically significantly improved after the education. However, the level of awareness of oral healthcare and the level of perception of the importance of collaboration with healthcare workers in oral healthcare practice after education were lower in the dental students than in the nursing students. Multi-professional oral healthcare education with case-based learning has the potential to improve awareness of oral healthcare and perceptions of the importance of collaborative oral healthcare practice.

Improving Case-Based Learning and Transfer Through Emotionally Rich Cases

2012 ◽  
Author(s):  
Chase E. Thiel ◽  
Lauren N. Harkrider ◽  
Shane Connelly ◽  
Lynn D. Devenport ◽  
Juandre Peacock
Keyword(s):  
Case Based Learning ◽  
Case Based
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