Application of lecture-and-team-based learning in stomatology: in-class and online

Background This study aimed to evaluate stomatological students’ learning efficacy and their attitude towards Lecture-Team-Based Learning (LTBL) on topics regarding the design of removable partial dentures via in-class, online, and both in combination. Methods Students from seven distinct grades par...

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Bibliographic Details
Published in:BMC medical education Vol. 24; no. 1; pp. 264 - 10
Main Authors: Wang, Biyao, Jin, Shan, Huang, Minghao, Zhang, Kaige, Zhou, Qing, Zhang, Xinwen, Yan, Xu
Format: Journal Article
Language:English
Published: London BioMed Central 08.03.2024
BioMed Central Ltd
Springer Nature B.V
BMC
Subjects:
Beliefs, opinions and attitudes
Chinese undergraduate
Classrooms
Coronaviruses
COVID-19
Curricula
Dentistry
Distance learning
Education
Educational Resources
Feedback
Group work in education
Knowledge
Lecture method in teaching
Lecture-based learning
Lecture-team-based learning
Lifelong Learning
Medical Education
Medical students
Pandemics
Partial dentures
Problem solving
Prosthodontics
Public opinion
Self evaluation
Stomatology
Students
Study and teaching
Teachers
Teaching methods
Team learning approach in education
Team-based learning
Teams
Theory of Medicine/Bioethics
Variance analysis
China
Chinese undergraduate
Lecture-team-based learning
Team-based learning
Stomatology
Lecture-based learning
ISSN:1472-6920, 1472-6920
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Summary:Background This study aimed to evaluate stomatological students’ learning efficacy and their attitude towards Lecture-Team-Based Learning (LTBL) on topics regarding the design of removable partial dentures via in-class, online, and both in combination. Methods Students from seven distinct grades participated in the course in their fourth academic year (Years 2015, 2016, 2017, 2018, 2019, 2020, and 2021). Students of Years 2015–2019 attended in-class LTBL, students of Year 2020 attended online LTBL, and students of Year 2021 attended the combination mode. The scores of three examinations were compared, namely, individual readiness assessment test, team readiness assurance test, and individual application test. Visual Analog Scales (VAS) were used for students to self-assess their mastery of prosthodontics knowledge before and after the course. Anonymous questionnaires were delivered to evaluate their satisfaction with LTBL via a Likert scale. Results In each academic year, the three exam scores were significantly improved as the course progressed and VAS-post scores were significantly higher than VAS-pre scores. The three examination and VAS scores of students in Year 2020 were significantly lower than those in Years 2019 and 2021. Students were highly satisfied with the LTBL course based on the three parameters of knowledge acquisition, teamwork, and classroom atmosphere. Conclusion Students were highly satisfied with the LTBL course and their learning performance was improved as the course progressed both in-class and online. Online LTBL could be adopted when students have to study online, while in-class LTBL could perform better when combined with video records of an online LTBL course.
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ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-024-05235-2