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Interdisciplinary problem-based learning model for standardized dental residency training: from theory to practice in
Yang Shuting1, Wang Haohao2, Wang Shida3
1State Key Laboratory of Oral Diseases and National Center for Stomatology and National Clinical Research Center for Oral Diseases, Department of Pediatric Dentistry, West China Hospital of Stomatology, Sichuan University, Chengdu, China.
Objective:
Enhancing clinical skills and quality of dental residents is critical for standardized training. Conventional standardized training falls short in exposing residents to diverse scenarios and fostering interdisciplinary collaboration, essential for dental trauma management. To address these issues, West China Hospital of Stomatology, Sichuan University introduced an interdisciplinary problem-based learning (IPBL) model to improve residents' professional quality and practical abilities.
Methods:
Based on the specific needs of dental residents, the hospital established a PBL framework supported by an interdisciplinary collaborative teaching team with a focus on dental trauma diagnosis and treatment. A comprehensive assessment followed the IPBL course, which informed subsequent course modifications. In a preliminary study, 134 students voluntarily chose whether to participate in the program. At the end of the study, the scores of both groups were compared.
Primary Results:
The IPBL model significantly improved the professional ability of dental residents in the diagnosis and treatment of dental trauma, and obtained positive evaluations from residents and mentors. For the quantitative analysis, the Wilcoxon signed-rank test showed an overall improvement in participants' scores after completing the course.
Conclusion:
This teaching model provides a new way for the standardized training of dental residents, and helps to cultivate dental professionals with high professional and practical abilities.
