Abdel-Wahed Nagla'a, Badahdah Arwa, Qutob Akram F, Bahanan Lina, Bukhary Sahar M N
Department of Oral Diagnostic Sciences, King Abdulaziz University, Jeddah, Saudi Arabia.
Department of Periodontology, King Abdulaziz University, Jeddah, Saudi Arabia.
BMC Med Educ. 2024 Dec 26;24(1):1531. doi: 10.1186/s12909-024-06550-4.
Modern dental education necessitates dynamic methodologies to foster critical thinking and teamwork skills, which might include case-based learning (CBL) and role play (RP).
To evaluate the impact of the combined CBL and RP (CBL-RP) approaches on critical thinking and teamwork skills among dental students by comparing pre- and post-RP evaluation scores.
This pre-post intervention study was conducted at the Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia. The study involved all 193 third-year dental students, who were organized into groups of 7-9 members to participate in four CBL sessions. Each CBL session consisted of a detailed case scenario, a pre-RP presentation preparation, a CBL-RP session facilitated by a trained instructor, and a post-RP presentation. Case scenarios included demographic data, chief complaints, medical and dental histories, social history, clinical images, radiographs, caries assessment, periodontal charts, and questions targeting specific intended learning outcomes and social factors impacting oral health. Students' performances were evaluated pre- and post-RP using a standardized rubric focused on critical thinking and teamwork, with outcomes assessed through individual and collective scores. Outcomes were analysed using paired samples t-tests and repeated measures ANOVA.
The study revealed significant improvements in total scores, combining critical thinking and teamwork, from pre- to post-RP evaluations across four sessions. Mean scores consistently increased post-RP (P < 0.001 for all sessions). Session scores, calculated as the averages of pre- and post-RP evaluations, showed a progressive increase from session 1 to session 4, indicating significant overall improvement (F = 16.8, P < 0.001). Pairwise comparisons identified session 4 as having significantly higher scores than the earlier sessions. Both teamwork and critical thinking scores showed significant increases from pre- to post-RP evaluations in each session (P < 0.001), with an upward trend in mean scores across sessions.
This interventional study demonstrates the effectiveness of integrating RP into CBL sessions in enhancing critical thinking and teamwork skills among dental students. This integration supports the efficacy of active learning and integrated educational strategies in engaging students and enhancing clinical learning outcomes.
现代牙科教育需要采用动态方法来培养批判性思维和团队合作技能，这可能包括基于案例的学习（CBL）和角色扮演（RP）。
通过比较角色扮演前后的评估分数，评估CBL与RP相结合（CBL-RP）的方法对牙科学生批判性思维和团队合作技能的影响。
这项干预前后的研究在沙特阿拉伯吉达阿卜杜勒阿齐兹国王大学牙科学院进行。该研究涉及所有193名三年级牙科学生，他们被分成7至9人的小组，参加4次CBL课程。每次CBL课程包括详细的病例情景、角色扮演前的展示准备、由训练有素的教员主持的CBL-RP课程以及角色扮演后的展示。病例情景包括人口统计学数据、主要诉求、医学和牙科病史、社会史、临床图像、X光片、龋齿评估、牙周检查表，以及针对特定预期学习成果和影响口腔健康的社会因素的问题。在角色扮演前后，使用专注于批判性思维和团队合作的标准化评分标准对学生的表现进行评估，并通过个人和集体分数评估结果。使用配对样本t检验和重复测量方差分析对结果进行分析。
该研究显示，在四次课程中，从角色扮演前到角色扮演后的评估，批判性思维和团队合作的总分有显著提高。角色扮演后的平均分数持续上升（所有课程P<0.001）。以角色扮演前后评估的平均值计算的课程分数显示，从第1次课程到第4次课程逐渐增加，表明总体有显著改善（F=16.8，P<0.001）。两两比较确定第4次课程的分数显著高于前几次课程。每次课程中，从角色扮演前到角色扮演后的评估，团队合作和批判性思维分数均显著提高（P<0.001），各课程的平均分数呈上升趋势。
这项干预性研究表明，将角色扮演融入CBL课程中，对于提高牙科学生的批判性思维和团队合作技能是有效的。这种整合支持了主动学习和综合教育策略在吸引学生参与和提高临床学习成果方面的有效性。
