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Comparing case-based and lecture-based learning strategies for orthodontic case diagnosis: A randomized controlled
Anwar Alhazmi1, Mir Faeq Ali Quadri2
1Division of Orthodontics, Department of Preventive Dental Sciences, College of Dentistry, Jazan University, Jazan, Saudi Arabia.
Journal of Dental Education
|May 7, 2020
Summary
Case-based learning (CBL) significantly improved orthodontic diagnostic skills and student satisfaction compared to lecture-based learning (LBL) in dental undergraduates. CBL is an effective and acceptable teaching strategy.
Area of Science:
- Dental Education
- Medical Pedagogy
- Orthodontics
Background:
- Case-based learning (CBL) utilizes clinical case demonstrations for active learning.
- Traditional lecture-based learning (LBL) is a conventional teaching method.
Purpose of the Study:
- To compare the effectiveness of knowledge delivery between CBL and LBL for diagnosing orthodontic cases.
- To assess student satisfaction levels with CBL versus LBL strategies.
Main Methods:
- A single-blinded randomized controlled trial involving undergraduate dental students.
- Students were divided into CBL and LBL groups, assessed on diagnosing 6 orthodontic cases using a rubric.
- Satisfaction was measured via questionnaire, with statistical analysis using t-tests and Cochran-Armitage trend analysis.
Main Results:
- No significant gender-based difference in diagnostic ability was found.
- Students in the CBL group demonstrated significantly higher orthodontic diagnostic ability (P < 0.05).
- Student satisfaction scores were significantly higher in the CBL group (P < 0.05).
Conclusions:
- Case-based learning (CBL) is a more effective teaching strategy than lecture-based learning (LBL) for orthodontic diagnosis.
- CBL is an acceptable and preferred method for undergraduate dental students in orthodontics.
- The findings support integrating CBL into orthodontic curricula for enhanced learning outcomes.
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