Yuetqi Lee, Lin Galvin Sim Siang, Mamat Rosnani Binti, Noorani Tahir Yusuf
Conservative Dentistry Unit, School of Dental Sciences, Universiti Sains Malaysia, Health Campus, Kubang Kerian, Kelantan, 16150, Malaysia.
Department of Restorative Dentistry, Kulliyyah of Dentistry, International Islamic University Malaysia (IIUM), Kuantan, Pahang, 25200, Malaysia.
BMC Oral Health. 2025 Jan 8;25(1):43. doi: 10.1186/s12903-024-05354-8.
Limited studies have explored the use of the hybrid approach combining team-based learning (TBL) and case-based learning (CBL) in dental education. This study evaluates how students perceive the hybrid TBL-CBL approach to learning endodontics and determines whether gender and ethnicity impact students' perceptions.
The final-year undergraduate Bachelor of Dental Surgery (BDS) students were invited to participate in a hybrid TBL-CBL session. They were randomly divided into six groups of six to seven students, and the session was conducted by one facilitator, supported by two lecturers. At the end of the session, a 23-item questionnaire consisting of four domains (perception of effectiveness, teacher, team interaction and learning environment) and open-ended questions was distributed. Descriptive statistics were used to analyse quantitative data using IBM SPSS software version 27.0 for Mac (SPSS Inc.). Thematic analysis was used to code qualitative data. ANCOVA (Analysis of covariance) was used to evaluate the relationship between gender and ethnicity towards the students' perception of this hybrid TBL-CBL session, with a significant difference set at P < 0.05.
The response rate was 78% (n = 39). Mean scores for the questionnaire items ranged from 4.44 to 4.90 (SD 0.31 to 1.43), suggesting a positive perception among students towards this hybrid TBL-CBL approach to learning endodontics. Regarding the open-ended questions, students highlighted that this hybrid TBL-CBL session effectively linked them to clinical situations, enhancing critical thinking and fostering two-way communication. However, students expressed a desire for regular TBL-CBL session with more challenging cases.
The positive perception of dental students encourages the potential integration of this novel approach into the dental curriculum, moving away from didactic lectures. Future studies could consider extending the period of using hybrid TBL-CBL in teaching and learning endodontics. This should be followed by assessing the retention of knowledge for hybrid TBL-CBL sessions compared to formal lectures.
在牙科教育中，探索将基于团队的学习（TBL）和基于案例的学习（CBL）相结合的混合式教学方法的研究较少。本研究评估学生如何看待混合式TBL-CBL学习牙髓病学的方法，并确定性别和种族是否会影响学生的看法。
邀请本科最后一年的口腔外科学士（BDS）学生参加一次混合式TBL-CBL课程。他们被随机分成六组，每组六至七名学生，课程由一名主持人主持，两名讲师协助。课程结束时，发放了一份包含四个领域（对有效性的认知、教师、团队互动和学习环境）的23项问卷以及开放式问题。使用适用于Mac的IBM SPSS软件版本27.0（SPSS公司）对定量数据进行描述性统计分析。采用主题分析对定性数据进行编码。使用协方差分析（ANCOVA）评估性别和种族与学生对此次混合式TBL-CBL课程看法之间的关系，设定显著差异为P < 0.05。
回复率为78%（n = 39）。问卷项目的平均得分在4.44至4.90之间（标准差为0.31至1.43），表明学生对这种混合式TBL-CBL学习牙髓病学的方法持积极看法。关于开放式问题，学生强调这种混合式TBL-CBL课程有效地将他们与临床情况联系起来，增强了批判性思维并促进了双向交流。然而，学生表示希望定期开展TBL-CBL课程，增加更具挑战性的案例。
牙科学生的积极看法鼓励将这种新方法潜在地整合到牙科课程中，摒弃传统的讲授式讲座。未来的研究可以考虑延长在牙髓病学教学中使用混合式TBL-CBL的时间。随后应评估与正式讲座相比，混合式TBL-CBL课程的知识保留情况。
