Puranik Chaitanya P, Pickett Kaci, de Peralta Tracy
Director of Predoctoral Education in the Department of Pediatric Dentistry, Children's Hospital Colorado and School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA.
Research instructor at Center for Research Outcomes in Children's Surgery (ROCS), Children's Hospital Colorado, Aurora, Colorado, USA.
Dent Traumatol. 2023 Dec;39(6):625-636. doi: 10.1111/edt.12870. Epub 2023 Jul 21.
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.
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.
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).
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.
背景/目的：基于问题的学习（PBL）能促进牙科学生的高阶思维，并提高了博士前儿童牙科教育的首次通过率。这项回顾性观察队列研究的目的是评估基于PBL的创伤性牙损伤病例讨论对博士前牙外伤教育的影响。
评估了接受或未接受基于PBL的牙外伤病例讨论的牙外伤课程后学生的表现和认知。所有学生都参加了基于模拟患者的评估。三次基于回忆的客观结构化临床考试以及批判性思维能力评估了学生对影响乳牙或恒牙列（包括牙脱位）的创伤性损伤管理的知识。使用t检验比较了研究队列之间每种能力的得分和尝试次数。通过一项自愿性的五题调查问卷来衡量学生自我感知的学习成果。使用Mantel-Haenszel有序卡方检验来评估学生对调查问卷回答的同意率差异。使用线性回归来评估培训对根据学生类型（博士前或高年级）调整后的分数的影响。使用Pearson相关性来评估分数之间的关联。显著性设定为0.05。
对于PBL队列，四项能力中的三项首次通过率和得分有显著提高（p＞0.05）。与未接受PBL的队列相比，PBL队列中有更高比例的学生认为他们的牙外伤教育提高了他们的影像学和诊断技能（p＞0.05）。回忆记忆与批判性思维能力之间没有相关性（r＜0.5）。
基于PBL的牙外伤病例讨论对博士前学生在处理模拟创伤性牙损伤时的学习和感知益处产生了积极影响。由于回忆记忆和批判性思维评估之间缺乏相关性，对博士前学生牙外伤能力的评估应采用多模式评估。
