Al-Rawi Natheer H, Al Kawas Sausan, Mohammed Marwan M, Taha Wael, Hamdan Ahmad M
Department of Oral & Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, UAE.
Department of Orthodontics and Pediatric and Community Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, UAE.
Eur J Dent Educ. 2025 May;29(2):277-284. doi: 10.1111/eje.13068. Epub 2025 Jan 3.
Traditional oral diagnosis education often relies on passive lectures and individual case assessments. Team-based learning (TBL) offers an interactive alternative, but implementation challenges can exist. The 'Case of the Week (COW)' method presents a potentially modified TBL approach for oral diagnosis education.
This study aims to evaluate the effectiveness of the COW method in enhancing student engagement for acquiring knowledge and diagnostic skills in oral diagnosis. Additionally, we seek to explore its impact on promoting teamwork and collaboration among students, as well as assessing overall student satisfaction with this learning approach.
Students were invited to participate in a post-COW questionnaire. This questionnaire utilised a five-point Likert scale to gather student ratings across five distinct domains: Knowledge acquisition, Learning environment, Student preparedness for assessment, Student preparedness as a clinician and overall student experience with the COW activity.
The response rate was 75%, with 140 responses gathered from two groups of 70 students in each. The majority of students found COW activity valuable for acquiring knowledge (intellectual stimulation, critical thinking), teamwork and presentation skills and creating a comfortable learning environment. Furthermore, students indicated that the COW was more effective than traditional lectures in preparing them for future clinical practice. Furthermore, students reported that the COW motivated independent learning, facilitated research skills development and enhanced communication abilities.
The COW method has the potential to be an effective and engaging modified TBL approach for oral diagnosis education. By fostering knowledge acquisition, promoting teamwork and enhancing student satisfaction, it offers a dynamic and impactful learning experience.
传统的口腔诊断教育通常依赖于被动式讲座和个别病例评估。基于团队的学习（TBL）提供了一种互动式替代方法，但可能存在实施挑战。“每周病例（COW）”方法为口腔诊断教育提出了一种可能改进的TBL方法。
本研究旨在评估COW方法在提高学生获取口腔诊断知识和诊断技能方面的参与度的有效性。此外，我们试图探讨其对促进学生之间的团队合作与协作的影响，以及评估学生对这种学习方法的总体满意度。
邀请学生参与COW后的问卷调查。该问卷采用五点李克特量表，在五个不同领域收集学生评分：知识获取、学习环境、学生评估准备情况、学生作为临床医生时的准备情况以及学生对COW活动的总体体验。
回复率为75%，从两组各70名学生中收集到140份回复。大多数学生发现COW活动在获取知识（智力刺激、批判性思维）、团队合作和演讲技巧以及营造舒适的学习环境方面很有价值。此外，学生表示，COW在让他们为未来临床实践做准备方面比传统讲座更有效。此外，学生报告说COW激发了自主学习，促进了研究技能发展并提高了沟通能力。
COW方法有可能成为一种有效且引人入胜的改进型TBL方法用于口腔诊断教育。通过促进知识获取、推动团队合作并提高学生满意度，它提供了一种充满活力且有影响力的学习体验。
