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Background <p>Dental hard tissue non-carious diseases pose a growing clinical challenge, yet traditional lecture-based dental education often fails to effectively teach their complex diagnosis and management. Considering the limitations of conventional methods in engaging students and promoting practical application, this study explored the potential of integrating Rain Classroom with Case-based Learning (CBL) to enhance teaching effectiveness. The objective was to evaluate whether this combined approach could improve students’ comprehension, retention, and application of knowledge, thereby boosting their clinical competence in this field.</p> Methods <p>A comparative study was conducted at the School of Medicine, Nankai University, involving two cohorts of dental students. One cohort received traditional lecture-based instruction, while the other was exposed to an integrated methodology that combined Rain Classroom and CBL. For assessments, a multi-dimensional approach was adopted. Quantitative tests were used to measure students’ knowledge acquisition, and surveys were conducted to collect qualitative feedback on student satisfaction and their perceived learning efficacy.</p> Results <p>Students in the integrated group demonstrated significantly higher performance on subjective questions assessing clinical reasoning, but lower performance on objective questions measuring factual recall, with no significant difference in total scores. Additionally, they also displayed a more pronounced capacity to apply theoretical knowledge effectively in practical clinical scenarios. Furthermore, these students expressed greater satisfaction with the interactive features of Rain Classroom and the practical relevance of case studies. They believed that these aspects of the course better equipped them for real-world clinical practice.</p> Conclusion <p>These findings suggest that the integration of Rain Classroom and CBL offers a promising educational strategy for enhancing the teaching and learning of dental hard tissue non-carious diseases. In this preliminary study with a limited sample size, it fostered deeper student engagement and improved clinical competence among dental students.</p>

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Integrating rain classroom with case-based learning in teaching dental hard tissue non-carious diseases: a comparative study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月3日

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  • Yu Bo,
  • Zou Huiru,
  • Li Mohan

摘要

Background

Dental hard tissue non-carious diseases pose a growing clinical challenge, yet traditional lecture-based dental education often fails to effectively teach their complex diagnosis and management. Considering the limitations of conventional methods in engaging students and promoting practical application, this study explored the potential of integrating Rain Classroom with Case-based Learning (CBL) to enhance teaching effectiveness. The objective was to evaluate whether this combined approach could improve students’ comprehension, retention, and application of knowledge, thereby boosting their clinical competence in this field.

Methods

A comparative study was conducted at the School of Medicine, Nankai University, involving two cohorts of dental students. One cohort received traditional lecture-based instruction, while the other was exposed to an integrated methodology that combined Rain Classroom and CBL. For assessments, a multi-dimensional approach was adopted. Quantitative tests were used to measure students’ knowledge acquisition, and surveys were conducted to collect qualitative feedback on student satisfaction and their perceived learning efficacy.

Results

Students in the integrated group demonstrated significantly higher performance on subjective questions assessing clinical reasoning, but lower performance on objective questions measuring factual recall, with no significant difference in total scores. Additionally, they also displayed a more pronounced capacity to apply theoretical knowledge effectively in practical clinical scenarios. Furthermore, these students expressed greater satisfaction with the interactive features of Rain Classroom and the practical relevance of case studies. They believed that these aspects of the course better equipped them for real-world clinical practice.

Conclusion

These findings suggest that the integration of Rain Classroom and CBL offers a promising educational strategy for enhancing the teaching and learning of dental hard tissue non-carious diseases. In this preliminary study with a limited sample size, it fostered deeper student engagement and improved clinical competence among dental students.