Evaluation of problem-based learning in dental trauma education: An observational cohort study.

IF 2.3 3区 医学 Q2 DENTISTRY, ORAL SURGERY & MEDICINE
Dental Traumatology Pub Date : 2023-12-01 Epub Date: 2023-07-21 DOI:10.1111/edt.12870
Chaitanya P Puranik, Kaci Pickett, Tracy de Peralta
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引用次数: 1

Abstract

Background/aim: Problem-based learning (PBL) allows higher thinking among dental students and has improved first-time pass-rates in predoctoral pediatric dentistry education. The aim of this retrospective observational cohort study was to evaluate the impact of PBL-based, traumatic dental injuries case discussions on predoctoral dental trauma education.

Materials and methods: Student performance and perceptions after receiving dental trauma curriculum with or without PBL-based dental trauma case discussions were evaluated. All the students challenged their simulated patient-based assessments. Three recall-based, objective structured clinical examinations, and critical thinking competencies assessed student knowledge about management of traumatic injuries affecting primary or permanent dentition including avulsion. The scores and number of attempts for each competency were compared between the study cohorts using t-tests. Student's self-perceived learning outcomes were measured through a voluntary, five-question survey. Mantel-Haenszel ordinal Chi-square tests were used to assess for differences in rates of agreement on survey responses from the students. Linear regression was used to assess effect of training on scores adjusting for student type (predoctoral or advanced standing). Pearson's correlations were used to assess association between scores. Significance was set at 0.05.

Results: For the PBL cohort, there was a significant (p > 0.05) improvement in the first-time pass-rates and scores in three out of four competencies. A higher proportion of students in the PBL cohort perceived that their dental trauma education improved their radiographic and diagnostic skills compared to the cohort that did not receive PBL (p > 0.05). There was no correlation between recall-memory versus critical thinking competencies (r < 0.5).

Conclusion: The PBL-based dental trauma case discussion had a positive impact on predoctoral student learning and perceived benefits while managing simulated traumatic dental injuries. Due to a lack of correlation between recall-memory and critical thinking assessments, evaluation of predoctoral student's dental trauma competencies should involve multi-model assessment.

评估牙外伤教育中基于问题的学习:一项观察性队列研究。
背景/目的:基于问题的学习(PBL)可以提高牙科学生的思维能力,并提高了博士前儿科牙科教育的首次通过率。本回顾性观察队列研究的目的是评估基于pbl的创伤性牙外伤病例讨论对博士前牙外伤教育的影响。材料和方法:评估学生在接受或不接受基于pbl的牙外伤案例讨论的牙外伤课程后的表现和认知。所有的学生都对他们模拟的基于病人的评估提出质疑。三个以回忆为基础的客观结构化临床检查和批判性思维能力评估了学生对包括撕脱伤在内的影响原牙或恒牙的创伤性损伤处理的知识。每个能力的得分和尝试次数在研究队列之间使用t检验进行比较。学生自我感知的学习成果是通过一个自愿的五个问题的调查来衡量的。使用Mantel-Haenszel序数卡方检验来评估学生对调查回答的一致性率的差异。采用线性回归来评估训练对学生类型(博士前或高级)分数调整的影响。Pearson’s相关性用于评估分数之间的相关性。显著性设为0.05。结果:对于PBL队列,在四项能力中的三项的首次通过率和得分上有显著的改善(p > 0.05)。与未接受PBL的队列相比,PBL队列中更高比例的学生认为他们的牙外伤教育提高了他们的放射学和诊断技能(p < 0.05)。结论:基于pbl的牙外伤案例讨论对博士生在处理模拟创伤性牙外伤时的学习和感知收益有积极的影响。由于回忆记忆与批判性思维评估之间缺乏相关性,博士生的牙外伤能力评估应涉及多模型评估。
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来源期刊
Dental Traumatology
Dental Traumatology 医学-牙科与口腔外科
CiteScore
6.40
自引率
32.00%
发文量
85
审稿时长
6-12 weeks
期刊介绍: Dental Traumatology is an international journal that aims to convey scientific and clinical progress in all areas related to adult and pediatric dental traumatology. This includes the following topics: - Epidemiology, Social Aspects, Education, Diagnostics - Esthetics / Prosthetics/ Restorative - Evidence Based Traumatology & Study Design - Oral & Maxillofacial Surgery/Transplant/Implant - Pediatrics and Orthodontics - Prevention and Sports Dentistry - Endodontics and Periodontal Aspects The journal"s aim is to promote communication among clinicians, educators, researchers, and others interested in the field of dental traumatology.
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