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He H, Xu J, Sun M, Shao J, Deng X, Zeng L. WeChat app combined CBL in oral medicine clinical training: A review. Medicine (Baltimore) 2023; 102:e33102. [PMID: 36930092 PMCID: PMC10019247 DOI: 10.1097/md.0000000000033102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/22/2023] [Accepted: 02/06/2023] [Indexed: 03/18/2023] Open
Abstract
Hotly used in student-centered medical education worldwide, case based learning (CBL) is worthen with WeChat, the most popular communication app and is widely used in all walks of life. We have practiced several years combining WeChat and CBL in the clinical training of oral medicine for young doctors, promoting outcomes over traditional bedside training. This article's objective is demonstrating the acceptability and merits of WeChat CBL in the clinical training of oral medicine for young doctor. A total of eighty young doctors and 2 tutors participated in this study for interns of a every 2-month training during January 2018 to 2020. The control group used clinical bedside mode; the experimental group used bedside plus WeChat CBL mode. The evaluations included participation passion, daily routine and final test. Ten clerkships and thirty residents were in same number respectively of experiment and control groups. The participants in the experimental group produced a higher degree of participation in discussions. The twice and above Q&A action percentage is 40% in experimental group rather than 25% in control group. Daily assessment and final examination scores in the experimental group were significantly higher than those in the control group (P < .001). WeChat CBL mode has a positive effect on students' learning enthusiasm, assessments and evaluations in clinical training of oral medicine.
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Affiliation(s)
- Hong He
- The Affiliated Stomatology Hospital, Zhejiang University School of Medicine, Hangzhou, China
- Key Laboratory of Oral Biomedical Research of Zhejiang Province, Hangzhou, China
| | - Jingyi Xu
- The Affiliated Stomatology Hospital, Zhejiang University School of Medicine, Hangzhou, China
| | - Mingjie Sun
- The Affiliated Stomatology Hospital, Zhejiang University School of Medicine, Hangzhou, China
| | - Jing Shao
- The Affiliated Stomatology Hospital, Zhejiang University School of Medicine, Hangzhou, China
| | - Xiaotong Deng
- The Affiliated Stomatology Hospital, Zhejiang University School of Medicine, Hangzhou, China
| | - Li Zeng
- The Affiliated Stomatology Hospital, Zhejiang University School of Medicine, Hangzhou, China
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Chowaniec JA, Doubleday AF, LeHew CW, Salzmann LB, Koerber A. Timing of Case-Based Discussions and Educational Outcomes for Dental Students. J Dent Educ 2018; 82:510-514. [PMID: 29717075 DOI: 10.21815/jde.018.056] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2017] [Accepted: 11/13/2017] [Indexed: 11/20/2022]
Abstract
The aim of this study was to determine if the timing of a case-based discussion affected dental students' assessment scores. The study specifically investigated whether the timing of a 60-minute case-based discussion before or after a 90-minute lecture affected students' performance on a quiz on topics in pediatric dentistry. In addition, students' preferences for the timing of the case discussion and confidence in the material with different timings were assessed in a survey. In a crossover design, all 52 second-year students in fall 2016 at one U.S. dental school participated in a case-based discussion either before or after lectures on stainless steel crowns and pulp therapy, compared to a control unit on space maintenance with no case-based discussion. The students took quizzes and responded to questionnaires a week after the lectures. A total of 45 (87%) of the 52 students consented to have their scores used. The results showed that the students performed better on the quiz when participating in a case-based discussion after the lecture compared to the discussion before the lecture (after mean=6.1±0.8 vs. before mean=5.5±1.3). The students' control quiz mean following a lecture with no associated case discussion was 6.3±0.8. Students also expressed more confidence when the case was held after the lecture (12.7 vs. 11.6, p=0.02) and preferred the case after (p=0.01). This study found that higher quiz and confidence scores resulted when a case discussion was held after (vs. before) a lecture. When dental educators consider adding a case discussion to a lecture format as a method of increasing students' active learning, these results suggest that having the case discussion after the lecture may be more effective for learners new to the material.
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Affiliation(s)
- Jaime A Chowaniec
- Jaime A. Chowaniec, DMD, MS, is a pediatric dentist in private practice, Glen Ellyn and Palos Heights, IL, and was a pediatric dental resident, University of Illinois at Chicago, at the time the study was conducted; Alison F. Doubleday, PhD, MA, is Associate Professor, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago; Charles W. LeHew, PhD, is Research Assistant Professor, Department of Pediatric Dentistry, University of Illinois at Chicago; Larry B. Salzmann, DDS, is Clinical Associate Professor, Predoctoral Director of Pediatric Dentistry, and Clinic Director, Department of Orthodontics and Pediatric Dentistry, University of Michigan School of Dentistry; and Anne Koerber, DDS, PhD, is Professor and Educational Assessment Director, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago
| | - Alison F Doubleday
- Jaime A. Chowaniec, DMD, MS, is a pediatric dentist in private practice, Glen Ellyn and Palos Heights, IL, and was a pediatric dental resident, University of Illinois at Chicago, at the time the study was conducted; Alison F. Doubleday, PhD, MA, is Associate Professor, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago; Charles W. LeHew, PhD, is Research Assistant Professor, Department of Pediatric Dentistry, University of Illinois at Chicago; Larry B. Salzmann, DDS, is Clinical Associate Professor, Predoctoral Director of Pediatric Dentistry, and Clinic Director, Department of Orthodontics and Pediatric Dentistry, University of Michigan School of Dentistry; and Anne Koerber, DDS, PhD, is Professor and Educational Assessment Director, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago
| | - Charles W LeHew
- Jaime A. Chowaniec, DMD, MS, is a pediatric dentist in private practice, Glen Ellyn and Palos Heights, IL, and was a pediatric dental resident, University of Illinois at Chicago, at the time the study was conducted; Alison F. Doubleday, PhD, MA, is Associate Professor, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago; Charles W. LeHew, PhD, is Research Assistant Professor, Department of Pediatric Dentistry, University of Illinois at Chicago; Larry B. Salzmann, DDS, is Clinical Associate Professor, Predoctoral Director of Pediatric Dentistry, and Clinic Director, Department of Orthodontics and Pediatric Dentistry, University of Michigan School of Dentistry; and Anne Koerber, DDS, PhD, is Professor and Educational Assessment Director, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago
| | - Larry B Salzmann
- Jaime A. Chowaniec, DMD, MS, is a pediatric dentist in private practice, Glen Ellyn and Palos Heights, IL, and was a pediatric dental resident, University of Illinois at Chicago, at the time the study was conducted; Alison F. Doubleday, PhD, MA, is Associate Professor, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago; Charles W. LeHew, PhD, is Research Assistant Professor, Department of Pediatric Dentistry, University of Illinois at Chicago; Larry B. Salzmann, DDS, is Clinical Associate Professor, Predoctoral Director of Pediatric Dentistry, and Clinic Director, Department of Orthodontics and Pediatric Dentistry, University of Michigan School of Dentistry; and Anne Koerber, DDS, PhD, is Professor and Educational Assessment Director, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago
| | - Anne Koerber
- Jaime A. Chowaniec, DMD, MS, is a pediatric dentist in private practice, Glen Ellyn and Palos Heights, IL, and was a pediatric dental resident, University of Illinois at Chicago, at the time the study was conducted; Alison F. Doubleday, PhD, MA, is Associate Professor, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago; Charles W. LeHew, PhD, is Research Assistant Professor, Department of Pediatric Dentistry, University of Illinois at Chicago; Larry B. Salzmann, DDS, is Clinical Associate Professor, Predoctoral Director of Pediatric Dentistry, and Clinic Director, Department of Orthodontics and Pediatric Dentistry, University of Michigan School of Dentistry; and Anne Koerber, DDS, PhD, is Professor and Educational Assessment Director, Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago.
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Wang YH, Zhao Q, Tan Z. Current differences in dental education between Chinese and Western models. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:e43-e49. [PMID: 27339198 DOI: 10.1111/eje.12216] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/17/2016] [Indexed: 06/06/2023]
Abstract
Dental education is the foundation of a country's development of dental science. Economic conditions and cultural backgrounds vary across countries; hence, there are some differences in dental education between Chinese and Western models, including the education programmes, licensures, curricula, teaching methods, facilities. These differences may become obstacles for mutual communication and the development of dental education. In the last 5 years, China has introduced several policies and published some standards, such as the residency programmes and Accreditation Standards for Undergraduate Dental Education Programs. These actions aim to improve the current situation of dental education and reduce the gap between Chinese and Western education models. Indeed, some changes have been made. This article provides a brief introduction of the existing differences and changes and can, thus, serve as a reference for educators.
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Affiliation(s)
- Y H Wang
- Department of Orthodontics, West China School of Stomatology, Sichuan University, Chengdu, China
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
| | - Q Zhao
- Department of Orthodontics, West China School of Stomatology, Sichuan University, Chengdu, China
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
| | - Z Tan
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
- Oral Implant Centre, West China School of Stomatology, Sichuan University, Chengdu, China
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