Division of Orthodontics, Department of Preventive Dental Sciences, College of Dentistry, Jazan University, Jazan, Saudi Arabia.
Evidence Based Dentistry, Department of Preventive Dental Sciences, College of Dentistry, Jazan University, Jazan, Saudi Arabia.
J Dent Educ. 2020 Aug;84(8):857-863. doi: 10.1002/jdd.12171. Epub 2020 May 6.
Case-based learning (CBL), in contrast to traditional lecture-based learning (LBL), is an andragogical method carrying an earnest teaching approach that uses demonstration of clinical cases as an active learning tool.
To compare the effectiveness of knowledge delivery and student satisfaction between CBL and LBL strategies to diagnose orthodontic cases.
A single-blinded randomized controlled trial was performed. The sample of dental undergraduate students was randomly divided into 2 groups. Average GPA among the groups was compared to establish the baseline measure. Visual slides of 6 orthodontic diagnostic cases were presented to the students after implementing the teaching strategies, and a rubrics-based assessment method was adopted to assess the effectiveness in diagnosis. A questionnaire was distributed to compare the level of satisfaction between the groups exposed to CBL and LBL. A t-test was performed to assess the difference in effectiveness, while Cochran-Armitage trend analysis was performed to analyze the difference in the level of satisfaction between LBL and CBL experiences.
We detected no significant (P = 0.11) relation of gender with effective orthodontic diagnosis. The orthodontic diagnostic ability of students for the 6 cases was significantly different (P < 0.05) in the CBL and LBL groups. The satisfaction score obtained for the CBL group was higher than for the LBL group (P < 0.05).
The current study provides evidence that CBL is an effective and acceptable teaching strategy in comparison to traditional LBL among undergraduate dental students embarking on an orthodontic diagnostic course.
与传统的基于讲座的学习（LBL）相比，基于案例的学习（CBL）是一种成人教育方法，采用临床病例演示作为主动学习工具，认真教学。
比较 CBL 和 LBL 策略在诊断正畸病例方面的知识传递效果和学生满意度。
进行了一项单盲随机对照试验。将牙科本科生样本随机分为 2 组。比较组间平均 GPA 以确定基线测量值。在实施教学策略后，向学生展示 6 个正畸诊断病例的视觉幻灯片，并采用基于评分表的评估方法评估诊断效果。分发问卷比较接受 CBL 和 LBL 的组之间的满意度水平。采用 t 检验评估效果差异，采用 Cochran-Armitage 趋势分析评估 LBL 和 CBL 体验之间满意度水平的差异。
我们没有发现性别与有效正畸诊断之间存在显著关系（P=0.11）。在 CBL 和 LBL 组中，学生对 6 个病例的正畸诊断能力存在显著差异（P<0.05）。CBL 组获得的满意度评分高于 LBL 组（P<0.05）。
本研究提供的证据表明，与传统的基于讲座的学习相比，CBL 是一种有效的、可接受的教学策略，在开始正畸诊断课程的牙科本科生中。
