Development and application of dental scenario-based clinical thinking teaching and examination system
10.3760/cma.j.cn116021-20240110-01957
- VernacularTitle:口腔情景化临床思维教考系统的开发与应用
- Author:
Haojue RUAN
1
;
Jingyi ZHANG
1
;
Yuhua LIN
1
;
Jiawei ZHENG
1
Author Information
1. 上海交通大学医学院附属第九人民医院，上海交通大学口腔医学院，国家口腔医学中心，国家口腔疾病临床医学研究中心，上海市口腔医学重点实验室，上海市口腔医学研究所，上海 200011
- Publication Type:Journal Article
- Keywords:
Dental scenario-based clinical thinking;
Virtual simulation;
Teaching and examination system
- From:
Chinese Journal of Medical Education Research
2025;24(1):115-120
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application of dental scenario-based clinical thinking teaching and examination system in oral education.Methods:A total of 70 resident physicians from the 2022 class at the dental base of Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine were selected and randomly divided into a control group (30 participants) and an experimental group (40 participants). The control group was taught using traditional teaching methods, and the experimental group was taught and trained using the dental scenario-based clinical thinking teaching and examination system. After one year of teaching, both groups participated in a unified annual assessment. Finally, the teaching effectiveness was evaluated through a questionnaire survey on the experimental group. The questionnaire data were analyzed using the Chi-square test in IBM SPSS 24.0 statistical software, and the t-test was conducted using GraphPad Prism 8.0.2 software. Results:The average score before teaching was (78.83±2.61) in the control group and (78.28±3.29) in the experimental group, with no statistical significant difference between the two groups ( t=0.77, P=0.447). The average score in the annual assessment after teaching was (78.57±3.50) in the control group and (81.75±4.63) in the experimental group, with statistical significant difference between the two groups ( t=3.15, P=0.002). The questionnaire survey indicated that students highly recognized the dental scenario-based clinical thinking teaching and examination system, noting its advantages of innovative and interesting lectures, the ability to improve clinical thinking skills, and not being limited by location or time. Conclusions:The dental scenario-based clinical thinking teaching and examination system can stimulate students' interest and enthusiasm for independent learning. The system has received high levels of acceptance among students. The application and development of the dental scenario-based clinical thinking teaching and examination system hold significant value.
