Implementation of mind mapping with problem-based learning in prosthodontics course for Chinese dental students.

Autor: Yan Y; Hunan Key Laboratory of Oral Health Research & Xiangya Stomatological Hospital & Xiangya School of Stomatology, Central South University, Changsha, Hunan, 410008, China., Yuehong W; Hunan Key Laboratory of Oral Health Research & Xiangya Stomatological Hospital & Xiangya School of Stomatology, Central South University, Changsha, Hunan, 410008, China., Kun L; Hunan Key Laboratory of Oral Health Research & Xiangya Stomatological Hospital & Xiangya School of Stomatology, Central South University, Changsha, Hunan, 410008, China., Hongbo Z; Hunan Key Laboratory of Oral Health Research & Xiangya Stomatological Hospital & Xiangya School of Stomatology, Central South University, Changsha, Hunan, 410008, China., Hongyu Z; State Key Laboratory of Oral Diseases, Department of Preventive Dentistry, West China Hospital of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu, China., Yingming Y; State Key Laboratory of Oral Diseases, Department of Preventive Dentistry, West China Hospital of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu, China. ymyang@scu.edu.cn.; Department of Preventive Dentistry, West China Hospital of Stomatology, Sichuan University, Chengdu, China. ymyang@scu.edu.cn., Zhili Z; Department of Oral and Maxillofacial Surgery, The Second Xiangya Hospital, Central South University, Changsha, Hunan, 410010, China. zhili-zhao@csu.edu.cn.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2023 Jul 25; Vol. 23 (1), pp. 530. Date of Electronic Publication: 2023 Jul 25.
DOI: 10.1186/s12909-023-04479-8
Abstrakt: Background: The traditional Chinese dentistry classroom teaching model focuses on the instruction of knowledge details, but less on the frameworks and learners' motivation. Here, we introduced a combination of mind mapping and PBL instruction (MBL)into the prosthodontics course for Chinese dental students. This study aimed to evaluate the effectiveness and efficiency of MBL in prosthodontics and make observations from the students' perspectives, based on their response with the learning process.
Methods: We prospectively enrolled 56 fourth-year undergraduates of stomatology, and these participants were randomly allocated into either the combined mind map teaching group (MBL) or the problem-based learning group (PBL) to attend the prosthodontics course. An anonymous questionnaire was also administered to both groups to evaluate the students' perceptions and experiences, using closed and open-ended items. Data were analyzed using descriptive statistics and thematic analysis.
Results: The students' responses to closed items indicate their experience in PBL and MBL to be positive, including increased motivation, improved memory of knowledge, enhanced discipline connection and raised teamwork, with fairly higher ratings for the MBL group. However, the tutor-guided competence scores including the memory and framework part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, respectively). Meanwhile, the self-perceived competence scores including the motivation, framework and teamwork part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, p < 0.05, respectively).
Conclusion: Our findings suggest that MBL teaching approach can help in integration of knowledge structure and enhance clinical reasoning. MBL is an effective and well-organized method in prosthodontics course for dental students.
(© 2023. The Author(s).)
Databáze: MEDLINE
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