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Background <p>Undergraduate orthodontic education requires students to integrate multiple diagnostic sources and develop individualized treatment plans, yet lecture-based learning may limit opportunities for integrating theoretical knowledge with clinical practice. This study evaluated the effectiveness of a case review-based clinical learning improving academic performance and learning-related outcomes.</p> Methods <p>Forty-two undergraduate orthodontic students were randomly assigned to either a case review-based learning group (experimental, <i>n</i> = 21) or a lecture-based learning group (control, <i>n</i> = 21). The experimental group engaged with complete patient cases in a stepwise, longitudinal format, linking each stage from consultation and record-taking to appliance therapy and retention with underlying theoretical knowledge. The same group of instructors delivered both teaching interventions using an identical curriculum and teaching schedule. Academic performance was assessed via orthodontic examination scores. Additional outcomes included self-reported learning interest and self-directed learning ability.</p> Results <p>Students in the experimental group achieved significantly higher orthodontic examination scores than those in the control group (95.2 ± 1.7 vs. 66.2 ± 3.5, <i>p</i> &lt; 0.001). The experimental group also reported significantly higher ratings for the appropriateness of course design (9.71 ± 1.27 vs. 7.29 ± 1.31, <i>p</i> &lt; 0.001) and overall satisfaction (9.05 ± 0.80 vs. 6.76 ± 1.18, <i>p</i> &lt; 0.001). In addition, 9 of 10 instructor members (90%) expressed willingness to adopt the structured case-based learning approach in future skills teaching, compared with 1 of 10 (10%) for the lecture-based learning.</p> Conclusions <p>The case-based learning was associated with improved academic performance, learning interest, and self-directed learning among undergraduate orthodontic students. Integrating complete clinical cases in a stepwise, longitudinal manner may provide a useful pedagogical approach for bridging theoretical knowledge with clinical practice in orthodontic education.</p>

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Application of retrospective teaching method in stomatology undergraduate education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月17日

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  • Jie Gao,
  • Haolin Zhang,
  • Wen Qin,
  • Xin Liu

摘要

Background

Undergraduate orthodontic education requires students to integrate multiple diagnostic sources and develop individualized treatment plans, yet lecture-based learning may limit opportunities for integrating theoretical knowledge with clinical practice. This study evaluated the effectiveness of a case review-based clinical learning improving academic performance and learning-related outcomes.

Methods

Forty-two undergraduate orthodontic students were randomly assigned to either a case review-based learning group (experimental, n = 21) or a lecture-based learning group (control, n = 21). The experimental group engaged with complete patient cases in a stepwise, longitudinal format, linking each stage from consultation and record-taking to appliance therapy and retention with underlying theoretical knowledge. The same group of instructors delivered both teaching interventions using an identical curriculum and teaching schedule. Academic performance was assessed via orthodontic examination scores. Additional outcomes included self-reported learning interest and self-directed learning ability.

Results

Students in the experimental group achieved significantly higher orthodontic examination scores than those in the control group (95.2 ± 1.7 vs. 66.2 ± 3.5, p < 0.001). The experimental group also reported significantly higher ratings for the appropriateness of course design (9.71 ± 1.27 vs. 7.29 ± 1.31, p < 0.001) and overall satisfaction (9.05 ± 0.80 vs. 6.76 ± 1.18, p < 0.001). In addition, 9 of 10 instructor members (90%) expressed willingness to adopt the structured case-based learning approach in future skills teaching, compared with 1 of 10 (10%) for the lecture-based learning.

Conclusions

The case-based learning was associated with improved academic performance, learning interest, and self-directed learning among undergraduate orthodontic students. Integrating complete clinical cases in a stepwise, longitudinal manner may provide a useful pedagogical approach for bridging theoretical knowledge with clinical practice in orthodontic education.