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Implementation of mind mapping with problem-based learning in prosthodontics course for Chinese dental students
Yang Yan1, Wang Yuehong1, Li Kun1
1Hunan Key Laboratory of Oral Health Research & Xiangya Stomatological Hospital & Xiangya School of Stomatology, Central South University, Changsha, Hunan, 410008, China.
The combined mind mapping and problem-based learning (MBL) approach significantly improved dental students' motivation, knowledge retention, and teamwork skills in prosthodontics compared to traditional methods. MBL enhances clinical reasoning and knowledge integration for better dental education outcomes.
Area of Science:
- Dental Education
- Medical Pedagogy
- Cognitive Learning Strategies
Background:
- Traditional Chinese dentistry education emphasizes knowledge details over conceptual frameworks and student motivation.
- Mind mapping and problem-based learning (MBL) were combined to address these limitations in prosthodontics instruction.
- This study evaluated the effectiveness and student perceptions of the MBL approach in dental prosthodontics.
Purpose of the Study:
- To assess the effectiveness and efficiency of the combined mind mapping and problem-based learning (MBL) instructional method in prosthodontics.
- To observe dental students' perspectives on the MBL learning process.
- To compare MBL with traditional problem-based learning (PBL) in dental education.
Main Methods:
- 56 fourth-year dental undergraduates were randomly assigned to either the MBL or PBL group for a prosthodontics course.
- Anonymous questionnaires with closed and open-ended items were used to gather student perceptions.
- Data were analyzed using descriptive statistics and thematic analysis, with two-way ANOVA for competence scores.
Main Results:
- Both MBL and PBL groups reported positive experiences, with MBL showing higher ratings for motivation, knowledge recall, and teamwork.
- Tutor-guided competence scores for memory and framework integration were significantly higher in the MBL group (p < 0.01, p < 0.001).
- Self-perceived competence scores for motivation, framework, and teamwork were significantly higher in the MBL group (p < 0.01, p < 0.001, p < 0.05).
Conclusions:
- The MBL teaching approach effectively integrates knowledge structures and enhances clinical reasoning in dental students.
- MBL is a well-organized and effective pedagogical method for teaching prosthodontics to dental students.
- The findings support the adoption of MBL for improving dental education quality and student learning outcomes.
