Wang Panpan, Gao Li, Ning Yang, Zheng Yue, Zhang Chi, Tan Lingping, Zhao Chuanjiang
Guangdong Provincial Key Laboratory of Stomatology, Guanghua School of Stomatology, Sun Yat-Sen University, Guangzhou, Guangdong, China; Department of Periodontology, Guanghua School and Hospital of Stomatology, Sun Yat-Sen University, Guangzhou, Guangdong, China.
Guangdong Provincial Key Laboratory of Stomatology, Guanghua School of Stomatology, Sun Yat-Sen University, Guangzhou, Guangdong, China.
Int Dent J. 2025 Apr;75(2):1302-1310. doi: 10.1016/j.identj.2024.09.020. Epub 2024 Oct 2.
The gap between theoretical knowledge and clinical skills highlights the need for clinical reasoning training curriculum in periodontal education, especially in periodontal internships. This study aims to develop a Chief Complaint-Based Clinical Reasoning Training (CCB-CRT) program and evaluate its impact on periodontal interns' clinical reasoning abilities and overall performance.
The CCB-CRT program was developed based on eight common chief complaints (CCs) identified through surveys of periodontal specialists and an analysis of patient visit data from a university-affiliated hospital's periodontal clinic. The study involved a comparison between a control group of fifth-year dental students (2021) and a CCB-CRT group (2022). Both groups completed an 8-week training course. The CCB-CRT group received additional training focused on the 8 common CCs, using student-led discussions, flipped classroom, mind mapping, and presentations. Evaluation criteria included overall performance, disease diagnosis and treatment plan, misdiagnosis rates, and students' satisfaction.
After 1 year of CCB-CRT implementation, participants in the CCB-CRT group showed substantial improvements in overall performance, diagnostic accuracy, and satisfaction compared to traditional teaching methods. The program enhanced students' understanding of theoretical knowledge, improved their interpretation of clinical manifestations and examination results, and enhanced their clinical reasoning skills and diagnostic accuracy.
The successful application of the CCB-CRT program in periodontology education demonstrates its efficacy in improving clinical reasoning skills and diagnostic efficiency among students. The structured approach facilitates the transition from theoretical knowledge to practical application, contributing to better patient care in periodontal practice.
理论知识与临床技能之间的差距凸显了牙周病学教育中临床推理培训课程的必要性，尤其是在牙周实习中。本研究旨在开发一种基于主诉的临床推理培训（CCB-CRT）项目，并评估其对牙周实习生临床推理能力和整体表现的影响。
CCB-CRT项目是基于对牙周病专家的调查以及对一所大学附属医院牙周诊所患者就诊数据的分析确定的8个常见主诉而开发的。该研究涉及对五年级牙科学生对照组（2021年）和CCB-CRT组（2022年）的比较。两组均完成了为期8周的培训课程。CCB-CRT组接受了以这8个常见主诉为重点的额外培训，采用学生主导的讨论、翻转课堂、思维导图和演示等方式。评估标准包括整体表现、疾病诊断和治疗计划、误诊率以及学生满意度。
在实施CCB-CRT项目1年后，与传统教学方法相比，CCB-CRT组的参与者在整体表现、诊断准确性和满意度方面有了显著提高。该项目增强了学生对理论知识的理解，改善了他们对临床表现和检查结果的解读，提高了他们的临床推理技能和诊断准确性。
CCB-CRT项目在牙周病学教育中的成功应用证明了其在提高学生临床推理技能和诊断效率方面的有效性。这种结构化方法有助于从理论知识向实际应用的转变，有助于在牙周病治疗中更好地为患者提供护理。
