Scholarlink

Background <p>Current dental education faces challenges in bridging the gap between theoretical knowledge and clinical application. Traditional Lecture-Based Learning (LBL) often fails to alleviate student anxiety or foster deep cognitive engagement. This study explores the efficacy of a hybrid teaching model that integrates Case-Based Learning (CBL) and Scene Simulation Teaching (SST) with dental simulator practice, comparing it with the traditional Lecture-Based Learning (LBL) model.</p> Methods <p>A randomized controlled study was conducted with 20 fifth-year undergraduate dental students from the 2018 cohort at the Affiliated Nanshan Hospital of Shenzhen University. Participants were randomly allocated to either the experimental group (Hybrid CBL-SST-Simulator) or the control group (Traditional LBL). The Endodontics course served as the context. Outcomes were assessed across four dimensions: theoretical knowledge (written exam), clinical thinking (case analysis), doctor-patient communication (SEGUE Framework), and clinical skills (preparation of Class II cavity and access opening).</p> Results <p>Students in the Hybrid group demonstrated significantly superior performance in clinical thinking (87.40 ± 5.20 vs. 73.90 ± 8.41, <i>P</i> &lt; 0.05) and doctor-patient communication skills (17.80 ± 1.89 vs. 14.20 ± 2.18, <i>P</i> &lt; 0.05) compared to the LBL group. However, there were no statistically significant differences regarding theoretical knowledge scores (<i>P</i> &gt; 0.05) or clinical operational skills (<i>P</i> &gt; 0.05).</p> Conclusions <p>The hybrid CBL-SST model significantly enhances clinical reasoning and communication skills by promoting “Interactive” and “Constructive” learning behaviors. While it does not surpass traditional methods in rote knowledge or pure manual dexterity, it effectively bridges the gap between theory and practice. This approach offers a promising strategy for preclinical dental education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Efficacy of a hybrid case-based learning and simulated clinical encounter model versus lecture-based learning in dental education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月9日

查看全文
  • Lijia Rao,
  • Jiahua Wu,
  • Bixia Deng,
  • Yubing Hong,
  • Juan Wu,
  • Yiming Chen,
  • Mu Chen

摘要

Background

Current dental education faces challenges in bridging the gap between theoretical knowledge and clinical application. Traditional Lecture-Based Learning (LBL) often fails to alleviate student anxiety or foster deep cognitive engagement. This study explores the efficacy of a hybrid teaching model that integrates Case-Based Learning (CBL) and Scene Simulation Teaching (SST) with dental simulator practice, comparing it with the traditional Lecture-Based Learning (LBL) model.

Methods

A randomized controlled study was conducted with 20 fifth-year undergraduate dental students from the 2018 cohort at the Affiliated Nanshan Hospital of Shenzhen University. Participants were randomly allocated to either the experimental group (Hybrid CBL-SST-Simulator) or the control group (Traditional LBL). The Endodontics course served as the context. Outcomes were assessed across four dimensions: theoretical knowledge (written exam), clinical thinking (case analysis), doctor-patient communication (SEGUE Framework), and clinical skills (preparation of Class II cavity and access opening).

Results

Students in the Hybrid group demonstrated significantly superior performance in clinical thinking (87.40 ± 5.20 vs. 73.90 ± 8.41, P < 0.05) and doctor-patient communication skills (17.80 ± 1.89 vs. 14.20 ± 2.18, P < 0.05) compared to the LBL group. However, there were no statistically significant differences regarding theoretical knowledge scores (P > 0.05) or clinical operational skills (P > 0.05).

Conclusions

The hybrid CBL-SST model significantly enhances clinical reasoning and communication skills by promoting “Interactive” and “Constructive” learning behaviors. While it does not surpass traditional methods in rote knowledge or pure manual dexterity, it effectively bridges the gap between theory and practice. This approach offers a promising strategy for preclinical dental education.