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Implementation on the Teaching Reform Project for the Emergency Management of Oral and Maxillofacial Soft Tissue
Yongle Shi1, Xin Ye1, Yifan Shen1
1Department of Oral Emergency, State Key Laboratory of Oral Diseases & National Center for Stomatology & National Clinical Research Center for Oral Diseases & Research Unit of Oral Carcinogenesis and Management & Chinese Academy of Medical Sciences, West China Hospital of Stomatology, Sichuan University, Chengdu, Sichuan, China.
Objective:
To analyze the current status of emergency management of oral and maxillofacial soft tissue trauma, clarify the existing problems and deficiencies in standardized training, establish clear teaching objectives, and propose corresponding reform measures to enhance teaching effectiveness and clinical practice skills.
Methods:
A quasi-experimental study was conducted in which standardized training doctors in the Department of Oral Emergency Medicine were divided into two groups from February to May 2024 and from June to September 2024. The control group received conventional teaching, including unified theoretical training related to the diagnosis and treatment of oral and maxillofacial soft tissue trauma, clinical teaching, and final assessment. The intervention group, on the other hand, underwent teaching reform training based on outcome-based education (OBE) theory and bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) learning model. After completing their training, both groups were assessed using theoretical exams, practical exams, and teaching satisfaction surveys to compare their performance.
Results:
Through the application of OBE theory and the BOPPPS learning model, standardized, homogeneous, and precise suturing techniques for oral and maxillofacial soft tissue trauma and postoperative wound management were developed, significantly enhancing students' clinical skills and theoretical knowledge. Various measures were taken to expand the effectiveness of the teaching plan for oral and maxillofacial soft tissue injury. The intervention group outperformed the control group in both theoretical and practical assessments at the end of their 2-month training (p < 0.01). Satisfaction with teaching methods and teaching outcomes was also significantly higher in the intervention group compared to the control group (p < 0.001). Statistical analysis demonstrated a difference in postoperative outcomes between patients treated by the two groups of standardized training doctors, with the complication rate in the intervention group being significantly lower than that in the control group (p < 0.05).
Conclusion:
The teaching reform measures effectively enhanced medical students' understanding and practical skills in the emergency management of oral and maxillofacial soft tissue trauma.
