Advocate and popularize emerging teaching methods as routine dental teaching, while combining them with traditional models to offset cost and time weaknesses¶

Strategy · All strategies
Evidence · 6 claims (4 for, 2 mixed) · 1 study (1 quant-synthesis), q4 · 1 of 1 report an effect size · 6 claims rest on one study

Description¶

Based on the meta-analytic evidence of improved exam scores, the authors recommend that emerging educational methods "can be advocated and popularized as routine teaching methods" in dental education, potentially advanced through educational system reform in China. They also caution that these methods "require a large amount of money and time, and hard to see results in a short time", and suggest that combining emerging educational models with traditional teaching models to expand strengths and weaken weaknesses "might a better teaching method in the future". The methods should be improved constantly to make up for their strengths and weaknesses.

Design Implications¶

Context¶

Requirements¶

• Institutional investment of money and time, since the methods are difficult to put into effect and results are not visible in a short time

Constraints¶

• Effects were not significant in all subgroups: orthodontics, oral and maxillofacial surgery, and 5th-year undergraduates showed no significant advantage over LBL

Target Learners¶

• dental students in undergraduate and postgraduate dental education

Target Learning Goals¶

• academic performance on theoretical and clinical skill examinations

Claims¶

• Emerging teaching methods (PBL, CBL, FC) significantly improve dental students' exam scores compared to lecture-based learning [+M]
• Emerging teaching methods improve both theoretical knowledge scores and clinical skill scores in dental education [+M]
• Flipped classroom shows a significant pooled advantage over lecture-based learning in dental education (SMD = 0.50) [+M]
• Problem-based learning shows a small but significant pooled advantage over lecture-based learning in dental education (SMD = 0.33) [+M]
• Case-based learning and combined emerging methods show non-significant pooled advantages over lecture-based learning [~M]
• Effects of emerging teaching methods vary by student grade and subject, with no significant differences in orthodontics and oral and maxillofacial surgery [~M]

Related Strategies¶

• Adopt emerging gesture-capture and telestration technologies to extend embodied anatomical teaching in dental education

Examples¶

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Key Sources¶

• Pang Xuefei, Li Ling, Liu Xu, Wang Yan, Yang Bo. (2024). Application of Emerging Teaching Models in Dental Education: A Systematic Review and Meta-Analysis. International Dental Journal. https://doi.org/10.1016/j.identj.2024.05.016