Application of Clinical-Experimental-Clinical Teaching Model for Specialist Training in Dentistry.

Objectives: Dental education faces challenges in terms of integrating theory and practice. This study aimed to integrate online virtual simulation, three-dimensional (3D)-printed models, and hands-on training to develop a clinical-experimental-clinical (CEC) teaching model based on third-molar pericoronitis and tooth extraction and to evaluate its application in oral and maxillofacial surgery (OMFS) specialist training.

Methods: The study enrolled 67 OMFS students and 22 surgeons from the West China School of Stomatology, Sichuan University. Patients with third-molar pericoronitis were selected, and their cases were integrated into an online virtual simulation platform for students to practice tooth extraction procedures. Additionally, a 3D-printed model was used for offline training. The effectiveness of CEC was assessed through postoperative reviews and a questionnaire survey.

Results: Nearly 80% of students considered CEC well-designed, and almost 90% were satisfied with its consistency with theoretical courses. A majority (80.6%) believed it improved clinical skills, and 86.57% agreed it enhanced theoretical understanding. Over 80% supported its expansion to other dental courses. Compared to traditional teaching, 83.58% found CEC facilitated repeated learning. Most teachers agreed it improved students' theoretical knowledge (95.45%), clinical skills (90.9%), and confidence (86.37%). While 50% found it easy to implement, 31.82% felt it required technical support. Despite some challenges, 77.25% of teachers preferred the CEC model over traditional methods and supported its broader application.

Conclusions: The CEC teaching model effectively enhanced OMFS students' practical skills and clinical competence, demonstrating its potential for broader application in specialist training in dentistry.