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Evaluating the effectiveness of problem-based learning combined with six thinking hats in oral pathology education.

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Název: Evaluating the effectiveness of problem-based learning combined with six thinking hats in oral pathology education.
Autoři: Das R; Department of Oral and Maxillofacial Pathology, Saveetha Institute of Medical and Technical Sciences, Saveetha Dental College and Hospitals, Saveetha University, Chennai, Tamilnadu, 600077, India. reenadas.sdc@saveetha.com., Ramani P; Department of Oral and Maxillofacial Pathology, Saveetha Institute of Medical and Technical Sciences, Saveetha Dental College and Hospitals, Saveetha University, Chennai, Tamilnadu, 600077, India., Sukumaran G; Department of Oral and Maxillofacial Pathology, Saveetha Institute of Medical and Technical Sciences, Saveetha Dental College and Hospitals, Saveetha University, Chennai, Tamilnadu, 600077, India., Ramasubramanian A; Department of Oral and Maxillofacial Pathology, Saveetha Institute of Medical and Technical Sciences, Saveetha Dental College and Hospitals, Saveetha University, Chennai, Tamilnadu, 600077, India., Veeraiyan DN; Department of Prosthodontics, Saveetha Institute of Medical and Technical Sciences, Saveetha Dental College and Hospitals, Saveetha University, Chennai, Tamilnadu, 600077, India.
Zdroj: BMC oral health [BMC Oral Health] 2025 Oct 03; Vol. 25 (1), pp. 1523. Date of Electronic Publication: 2025 Oct 03.
Způsob vydávání: Journal Article
Jazyk: English
Informace o časopise: Publisher: BioMed Central Country of Publication: England NLM ID: 101088684 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6831 (Electronic) Linking ISSN: 14726831 NLM ISO Abbreviation: BMC Oral Health Subsets: MEDLINE
Imprint Name(s): Original Publication: London : BioMed Central, [2001-
Výrazy ze slovníku MeSH: Problem-Based Learning*/methods , Thinking* , Pathology, Oral*/education, Humans ; Internship and Residency ; Clinical Competence ; Male
Abstrakt: Competing Interests: Declarations. Ethics approval and consent to participate: Ethical approval and informed consent to participate was obtained from all of the participants in the study by Saveetha Dental College and Hospitals Institutional Ethics Committee (SDC-IHEC), Registered under Government of India, (ECR/1698/Inst/TN/2022). The study adhered to the Declaration of Helsinki. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.
Background: In Oral Pathology, traditional slide-based teaching methods often focus on passive observation which may not completely ignite the pathology resident's critical thinking and diagnostic capabilities. Hence we designed and evaluated a modified teaching method which was integrating Problem-Based Learning (PBL) with Six Thinking Hats (STH) methodology in enhancing diagnostic skills in the assessment of diagnostically challenging cases.
Methods: A cohort of n = 15 Oral Pathology residents were included for the study. Their diagnostic accuracy, critical thinking, and knowledge retention were assessed through traditional slide-based teaching and a PBL integrated with STH approach. The PBL-STH framework engaged residents in a multi-perspective analysis of clinical data, histopathological features, and immunohistochemical markers (e.g., CD20, CD138), using structured group discussions based on the six thinking hats to foster collaborative decision-making.
Results: Diagnostic accuracy significantly improved with the PBL-STH method, with 86.6% of residents accurately diagnosing DLBCL compared to 40% in traditional teaching. Critical thinking and risk analysis were markedly higher with PBL-STH (93.3% vs. 30%), and peer collaboration was observed in all PBL-STH sessions. Additionally, knowledge retention after two weeks was better among residents trained with the PBL-STH approach (90% vs. 55%), and overall satisfaction was significantly higher (93% vs. 50%).
Conclusion: The PBL integrated with STH approach offers substantial benefits over traditional teaching methods, improving diagnostic accuracy, critical thinking, engagement, and knowledge retention in Oral Pathology. This innovative methodology encourages deeper analysis and collaboration, proving to be a highly effective educational tool for complex diagnostic cases especially in oral pathology which is the backbone for treatment, follow up, prognosis and quality of life of patients Also, implementation of PBL-STH in medical and dental curricula could enhance clinical reasoning and diagnostic skills across specialties.
(© 2025. The Author(s).)
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Contributed Indexing: Keywords: Diagnostic accuracy; Diffuse large B- cell lymphoma (DLBCL); Oral pathology; Problem based learning (PBL); Round cell neoplasms; Six thinking hats (STH)
Entry Date(s): Date Created: 20251003 Date Completed: 20251004 Latest Revision: 20251007
Update Code: 20251007
PubMed Central ID: PMC12495789
DOI: 10.1186/s12903-025-06554-6
PMID: 41044584
Databáze: MEDLINE
Popis
Abstrakt:Competing Interests: Declarations. Ethics approval and consent to participate: Ethical approval and informed consent to participate was obtained from all of the participants in the study by Saveetha Dental College and Hospitals Institutional Ethics Committee (SDC-IHEC), Registered under Government of India, (ECR/1698/Inst/TN/2022). The study adhered to the Declaration of Helsinki. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.<br />Background: In Oral Pathology, traditional slide-based teaching methods often focus on passive observation which may not completely ignite the pathology resident's critical thinking and diagnostic capabilities. Hence we designed and evaluated a modified teaching method which was integrating Problem-Based Learning (PBL) with Six Thinking Hats (STH) methodology in enhancing diagnostic skills in the assessment of diagnostically challenging cases.<br />Methods: A cohort of n = 15 Oral Pathology residents were included for the study. Their diagnostic accuracy, critical thinking, and knowledge retention were assessed through traditional slide-based teaching and a PBL integrated with STH approach. The PBL-STH framework engaged residents in a multi-perspective analysis of clinical data, histopathological features, and immunohistochemical markers (e.g., CD20, CD138), using structured group discussions based on the six thinking hats to foster collaborative decision-making.<br />Results: Diagnostic accuracy significantly improved with the PBL-STH method, with 86.6% of residents accurately diagnosing DLBCL compared to 40% in traditional teaching. Critical thinking and risk analysis were markedly higher with PBL-STH (93.3% vs. 30%), and peer collaboration was observed in all PBL-STH sessions. Additionally, knowledge retention after two weeks was better among residents trained with the PBL-STH approach (90% vs. 55%), and overall satisfaction was significantly higher (93% vs. 50%).<br />Conclusion: The PBL integrated with STH approach offers substantial benefits over traditional teaching methods, improving diagnostic accuracy, critical thinking, engagement, and knowledge retention in Oral Pathology. This innovative methodology encourages deeper analysis and collaboration, proving to be a highly effective educational tool for complex diagnostic cases especially in oral pathology which is the backbone for treatment, follow up, prognosis and quality of life of patients Also, implementation of PBL-STH in medical and dental curricula could enhance clinical reasoning and diagnostic skills across specialties.<br /> (© 2025. The Author(s).)
ISSN:1472-6831
DOI:10.1186/s12903-025-06554-6