Stomatological Hospital of Chongqing Medical University, Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.
Dazhu Traditional Chinese Medicine Hospital, Chongqing, China.
PeerJ. 2023 Dec 6;11:e16496. doi: 10.7717/peerj.16496. eCollection 2023.
The clinical teaching of esthetic implant-supported restoration of the atrophic maxilla is challenging due to the complexity and unpredictability of bone and soft tissue augmentation. The traditional problem-based learning and case-based learning method (PBL-CBL method) with a full digital workflow (digital PBL-CBL method) provides the students a chance to view clinical cases in a more accurate and measurable way. The aim is to evaluate the effectiveness of the new digital PBL-CBL method in teaching complex implant cases in esthetic area.
MATERIALS & METHODS: A full digital workflow of dental implant therapy was established for patients with severely atrophic anterior maxilla. The digital data of cases done in the new workflow was used as teaching materials in digital PBL-CBL teaching. Fifty-four postgraduate students were randomly selected and divided into three groups, including traditional PBL-CBL group (students taught in a PBL-CBL method with no digital cases), digital PBL-CBL group (students taught in a PBL-CBL method with full digital cases) and control group (students taught in didactic teacher-centered method). After training for three months, a study of the students' opinions on the corresponding teaching method was carried out through a feedback questionnaire. A theory test was used to evaluate students' mastery of knowledge about tissue augmentation and esthetic implant restoration. A case analysis was used to determine whether students could apply the knowledge to problem solving.
The digital PBL-CBL method resulted in a higher rate of satisfaction than the traditional PBL-CBL method and the didactic teacher-centered method in all items except for "This approach decreases extracurricular work". Case analysis scores of the digital PBL-CBL group were significantly higher than that of the traditional PBL-CBL group and the control group. For the theory test, the digital PBL-CBL group (61.00 ± 6.80) but not traditional PBL-CBL group (55.22 ± 9.86) obtained a significant higher score than the control group (45.11 ± 12.76), although no significant difference was found between the digital PBL-CBL group and the traditional PBL-CBL group.
Compared with other methods, students taught with the digital PBL-CBL method showed higher satisfaction and better performance in acquisition of academic knowledge and ability in solving practical clinical problems. The digital PBL-CBL method provided a promising alternative for teaching complex implant cases at the anterior maxilla.
由于骨和软组织增加的复杂性和不可预测性，上颌骨萎缩的美学种植体修复的临床教学具有挑战性。传统的基于问题的学习和基于案例的学习方法（PBL-CBL 方法）与全数字化工作流程（数字 PBL-CBL 方法）相结合，为学生提供了一种更准确、更可衡量的方式来观察临床病例。目的是评估新的数字化 PBL-CBL 方法在教授美学区域复杂种植体病例方面的有效性。
为严重上颌前萎缩的患者建立了全数字化种植牙治疗工作流程。将新工作流程中完成的病例的数字数据用作数字 PBL-CBL 教学的教学材料。随机选择 54 名研究生，分为三组，包括传统 PBL-CBL 组（采用无数字病例的 PBL-CBL 方法进行教学的学生）、数字 PBL-CBL 组（采用全数字病例的 PBL-CBL 方法进行教学的学生）和对照组（采用以教师为中心的教学法进行教学的学生）。经过三个月的培训，通过反馈问卷对学生对相应教学方法的意见进行了研究。采用理论考试评估学生对组织增加和美学种植体修复知识的掌握程度。采用病例分析来确定学生是否能够将知识应用于解决问题。
在所有项目中，数字 PBL-CBL 方法的满意度均高于传统 PBL-CBL 方法和以教师为中心的教学法，除了“这种方法减少了课外作业”这一项。数字 PBL-CBL 组的病例分析得分明显高于传统 PBL-CBL 组和对照组。对于理论考试，数字 PBL-CBL 组（61.00±6.80）而不是传统 PBL-CBL 组（55.22±9.86）的得分显著高于对照组（45.11±12.76），尽管数字 PBL-CBL 组与传统 PBL-CBL 组之间没有显著差异。
与其他方法相比，采用数字 PBL-CBL 方法教学的学生在获取学术知识和解决实际临床问题的能力方面表现出更高的满意度和更好的表现。数字 PBL-CBL 方法为教授上颌前区复杂种植体病例提供了一种有前途的替代方法。
