School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Alberta, Canada.
Reproductive Endocrinology and Women's Health Laboratory at the Pennington Biomedical Research Center, Baton Rouge, LA, USA.
J Dent Educ. 2022 Oct;86(10):1350-1358. doi: 10.1002/jdd.12938. Epub 2022 Apr 11.
Cases used in case-based learning should be realistic, relatively difficult, engaging, and educational to maximize clinical knowledge and skills. Data are needed to support the effectiveness of existing and new techniques to ensure these case attributes. The purpose of this study was to explore dental students' perceptions of the wildcard technique in case-based learning. This novel technique aims to ensure key case attributes by adding new information to the analysis of a case that challenges the initial diagnosis and/or treatment plan.
Constructivism (paradigm) and interpretative description (approach) informed the study design. Participants were 21 third- and fourth-year dental students who took part in an oral pathology seminar in which the wildcard was employed. Data were collected through individual, semi-structured interviews that were digitally recorded and transcribed verbatim. Inductive, manifest thematic analysis was used to analyze the data. Several verification strategies were implemented to ensure rigor throughout data analysis.
Identified themes suggest that students perceived the wildcard as a new scenario that simulated clinical practice regarding settings, situations, conditions, and required skills. They also enjoyed the wildcard and found it effective in terms of knowledge acquisition, skills development, and engagement. Students valued and recommended wildcards that were challenging, authentic, and educational.
Students positively valued the wildcard, which seems to ensure several case attributes. Learning and behavioral outcome evaluations are needed to further establish the effectiveness of the wildcard in case-based learning.
为了最大限度地提高临床知识和技能，基于案例的学习中使用的案例应该是真实的、具有一定难度的、引人入胜的和具有教育意义的。需要数据来支持现有和新技术的有效性，以确保这些案例属性。本研究的目的是探讨牙科学生对基于案例学习中的通配符技术的看法。这种新技术旨在通过向案例分析中添加新信息来确保关键案例属性，这些新信息会挑战初始诊断和/或治疗计划。
构建主义（范式）和解释性描述（方法）为研究设计提供了信息。参与者是 21 名三年级和四年级的牙科学生，他们参加了一个口腔病理学研讨会，其中使用了通配符。通过个人半结构化访谈收集数据，访谈内容被数字记录并逐字转录。使用归纳、明显主题分析对数据进行分析。在数据分析过程中实施了几种验证策略，以确保严谨性。
确定的主题表明，学生认为通配符是一种新的场景，它在设置、情况、条件和所需技能方面模拟了临床实践。他们还喜欢通配符，并认为它在获取知识、发展技能和参与方面非常有效。学生重视并推荐具有挑战性、真实性和教育性的通配符。
学生对通配符给予了积极的评价，这似乎确保了几个案例属性。需要进行学习和行为结果评估，以进一步确定通配符在基于案例的学习中的有效性。
