Department of Oral Pathology, Medicine, and Oral Radiology, School of Dentistry, University of Missouri-Kansas City, 650 East 25 Street, Kansas City, MO 64108, USA.
J Dent Educ. 2012 Mar;76(3):330-7.
The purpose of this article is to describe the process of transitioning a traditional face-to-face oral and maxillofacial radiology (OMR) lecture course to a case-based, team-based learning model for students ready to enter their fourth and final year of dental school. Data were collected from 294 new fourth-year students (Classes of 2009, 2010, and 2011) who participated in the newly formatted OMR course. At the time the course was taken, students had completed one year of clinical experience in taking and evaluating radiographic images on patients with various clinical conditions. Each class of approximately 100 students was divided into ten teams of ten each, and a topic on oral and maxillofacial lesions was assigned to each team. The teams researched their assigned topics, created PowerPoint presentations, and posted them on the course management system Blackboard site. The instructor posted on Blackboard eight to ten cases representing various lesions on that topic. Minimal clinical history was released at that point. Students reviewed the teams' PowerPoint presentations and the cases, answered the questions for each case, and turned in written assignments to be graded. The diagnoses were discussed in class. An end-of-course survey found that 71 percent of the students felt the case-based instruction helped them learn the content in a more comprehensive manner and 77 percent felt the in-class discussion increased their knowledge of radiographic interpretation. Some students said they felt uncomfortable being called on randomly during the class discussion. National Board Dental Examination results for the classes of 2009 and 2010 showed slight improvement when compared to national scores. As a result of student feedback, the course continues to be offered in the case-based, team-based format.
本文旨在描述将传统的口腔颌面放射学（OMR）面授课程转变为基于案例、以团队为基础的学习模式的过程，面向即将进入牙科学校四年级和最后一年的学生。数据来自 294 名新的四年级学生（2009 年、2010 年和 2011 年的班级），他们参加了新格式的 OMR 课程。在修读该课程时，学生们已经完成了一年的临床经验，即在各种临床情况下对患者的影像学图像进行拍摄和评估。每个约 100 名学生的班级分为 10 个每组 10 人的团队，每个团队都被分配一个口腔颌面病变的主题。团队研究他们分配的主题，制作 PowerPoint 演示文稿，并将其发布在课程管理系统 Blackboard 网站上。讲师在 Blackboard 上发布了 8 到 10 个代表该主题各种病变的案例，此时仅发布了最少的临床病史。学生们复习团队的 PowerPoint 演示文稿和案例，回答每个案例的问题，并提交书面作业进行评分。在课堂上讨论诊断结果。课程结束后的调查发现，71%的学生认为基于案例的教学帮助他们更全面地学习内容，77%的学生认为课堂讨论增加了他们对影像学解释的知识。一些学生表示，他们在课堂讨论中被随机点名时感到不舒服。与全国分数相比，2009 年和 2010 年班级的全国牙科考试结果略有提高。由于学生的反馈，该课程继续以基于案例、以团队为基础的格式提供。
