Wang Leshi, Chen Peiwen, Wang Xiao, Wei Sijia, Lin Jiayi, Jing Xi
Department of Periodontology, School and Hospital of Stomatology, Guangdong Engineering Research Center of Oral Restoration and Reconstruction & Guangzhou Key Laboratory of Basic and Applied Research of Oral Regenerative Medicine, Guangzhou Medical University, Guangzhou, China.
Liwan District Stomatological Hospital, Guangzhou, 510515, China.
BMC Med Educ. 2025 Apr 26;25(1):618. doi: 10.1186/s12909-025-07023-y.
This study aimed to assess the effectiveness of an integrated Team-Based Learning (TBL) and Peer Teaching (PT) model in enhancing theoretical knowledge, clinical competencies, and engagement among dental residents, offering insights for improving stomatology education.
This study was conducted at the affiliated stomatology hospital of Guangzhou medical university between 2021 and 2023. The 2021-22 cohort (n = 39) students received a traditional teacher-centered approach, whereas the 2022-23 cohort (n = 43) underwent a combined TBL and PT approach. Following a three-month training period, theoretical exams and OSCE were administered. Student engagement was evaluated using the SCEQ, and satisfaction was assessed through SSS. Data were analyzed using independent t-tests, Mann-Whitney U tests, and χ² tests, with statistical significance set at p < 0.05.
No significant baseline differences were observed in demographics. TBL + PT cohort demonstrated significantly higher theoretical test scores and OSCE performance in most assessed skills, including pulpotomy, tooth preparation, incision and suturing, and patient intake. Engagement scores were also significantly higher in the domains of emotional engagement and participation/interaction, and overall student satisfaction improved, particularly regarding teaching quality and student-centric learning methods. Word cloud analyses of student feedback revealed a stronger emphasis on collaboration, participation, and innovation in the TBL + PT cohort compared to the traditional group.
Incorporating Team-Based Learning and Peer Teaching into standardized dental residency training markedly enhanced theoretical knowledge, clinical proficiencies, and learner engagement. This instructional strategy improved residents' technical competencies and cultivated stronger team collaboration, communication, and higher satisfaction levels, offering a promising alternative to traditional teaching for residency training in oral medicine.
本研究旨在评估基于团队的学习（TBL）和同伴教学（PT）相结合的模式在提高牙科住院医师理论知识、临床能力和参与度方面的有效性，为改善口腔医学教育提供见解。
本研究于2021年至2023年在广州医科大学附属口腔医院进行。2021 - 22学年的队列（n = 39）学生接受传统的以教师为中心的教学方法，而2022 - 23学年的队列（n = 43）采用TBL和PT相结合的方法。经过三个月的培训期后，进行理论考试和客观结构化临床考试（OSCE）。使用学生参与度问卷（SCEQ）评估学生参与度，并通过学生满意度调查（SSS）评估满意度。数据采用独立样本t检验、曼 - 惠特尼U检验和χ²检验进行分析，统计学显著性设定为p < 0.05。
在人口统计学方面未观察到显著的基线差异。TBL + PT队列在大多数评估技能的理论考试成绩和OSCE表现上显著更高，包括牙髓切断术、牙体预备、切开缝合和患者接待。在情感参与和参与/互动领域的参与度得分也显著更高，并且学生总体满意度有所提高，特别是在教学质量和以学生为中心的学习方法方面。对学生反馈的词云分析显示，与传统组相比，TBL + PT队列更强调协作、参与和创新。
将基于团队的学习和同伴教学纳入标准化牙科住院医师培训显著提高了理论知识、临床能力和学习者参与度。这种教学策略提高了住院医师的技术能力，培养了更强的团队协作、沟通能力，并提高了满意度，为口腔医学住院医师培训的传统教学提供了一种有前景的替代方法。
