Multiple Cases-Based Learning in Oral Pathology.

Abstract

Introduction: Oral pathology is the cornerstone for learning diagnosis and a challenging subject within dental school. Many students encounter various obstacles while attempting to memorise and distinguish between the diseases covered in the oral pathology curriculum. Consequently, there arises a pressing need to explore innovative educational approaches that can actively engage students and enhance the learning process. This study aims to evaluate the effectiveness of multiple case-based learning compared to theoretical lectures in enhancing students' understanding, learning of oral lesions features (clinical, radiographic and histological features), developing differential diagnoses, and improving students' ability to reach the final diagnosis.

Methods: Students will participate in multiple case discussions following each theoretical lecture. Students will be asked to describe the clinical, radiographic, and histological features of diseases, formulate differential diagnoses, and reach a final diagnosis. At the end of the academic year, a questionnaire will be distributed to assess the effectiveness and perceived benefits of multiple case-based learning in oral pathology.

Results: Multiple case-based learning enhanced the content learned in theoretical lectures across all evaluated aspects of oral pathology education. Students reported improvement in their understanding, memorization, ability to learn clinical, radiographic and histological features, as well as differential diagnosis.

Conclusion: Integrating multiple cases-based learning into oral pathology curriculum can provide a more comprehensive and clinically relevant learning experience, ultimately better preparing students for diagnostic challenges in dental practice.