Department of Stomatology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022, China.
School of Stomatology, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China.
BMC Med Educ. 2024 Jul 15;24(1):761. doi: 10.1186/s12909-024-05695-6.
This study aimed to compare the impact of case-based learning (CBL) versus lecture-based learning (LBL) on dental students' clinical decision-making regarding DF severity using Visual Analog Scale (VAS) scoring.
Eighty first-year graduate dental students were randomly assigned to either the CBL (n = 38) or LBL (n = 42) groups. Both groups received instruction on DF diagnosis, with CBL involving small group sessions analyzing real cases and LBL involving traditional lectures. Effectiveness was assessed by presenting 32 dental fluorosis cases with Thylstrup-Fejerskov Index (TSIF) scores ranging from 0 to 7 through slide presentations to both groups for VAS assessment. Five evaluators of each group randomly selected were asked to repeat the rating 2 weeks later. Statistical analysis included two-way ANOVA for group and gender differences, intra-class correlation coefficient (ICC) for reliability, and Spearman correlation coefficients for validity.
Variations in VAS scores were observed between CBL and LBL groups, with no significant gender impact. Excellent inter- and intra-evaluator agreement was found for VAS scoring in both groups, indicating its reliability. Validation against established indices (such as DI and TSIF) demonstrated strong correlations, with CBL students exhibiting higher correlations.
CBL enhances students' clinical decision-making and proficiency in DF diagnosis, as evidenced by more consistent and accurate VAS scoring compared to LBL. These findings highlight the importance of innovative educational strategies in dental curricula, with implications for improving training quality and clinical outcomes.
The study was registered at the Clinical Research Center, Hospital of Stomatology, Wuhan University (Registration code: HGGC-036).
本研究旨在使用视觉模拟评分（VAS）比较基于案例的学习（CBL）与基于讲座的学习（LBL）对牙科学生在氟斑牙严重程度方面的临床决策的影响。
将 80 名一年级研究生牙科学生随机分配到 CBL（n=38）或 LBL（n=42）组。两组均接受氟斑牙诊断的指导，CBL 涉及小组会议分析真实案例，LBL 涉及传统讲座。通过幻灯片向两组呈现 32 例氟斑牙病例，Thylstrup-Fejerskov 指数（TSIF）评分为 0 至 7，通过 VAS 评估来评估效果。每组随机选择 5 名评估者要求在 2 周后重复评分。统计分析包括组间和性别差异的双因素方差分析、组内相关系数（ICC）的可靠性分析以及有效性的斯皮尔曼相关系数分析。
CBL 和 LBL 组之间观察到 VAS 评分的变化，性别无显著影响。两组的 VAS 评分均具有良好的组内和组间评估者一致性，表明其可靠性。与既定指数（如 DI 和 TSIF）的验证显示出较强的相关性，CBL 学生表现出更高的相关性。
CBL 增强了学生在氟斑牙诊断方面的临床决策和熟练程度，与 LBL 相比，VAS 评分更一致且准确。这些发现强调了在牙科课程中采用创新教育策略的重要性，对提高培训质量和临床效果具有重要意义。
该研究在武汉大学口腔医院临床研究中心注册（注册号：HGGC-036）。
