Advantages of Combined Multiple-Case Teaching and Narrative Medicine Teaching Methods in Orthognathic Surgery

This study aims to evaluate the effectiveness and efficiency of combined multiple-case teaching (MCT) and narrative medicine teaching (NMT) method compared with lecture-based learning (LBL) in the clinical practical teaching of orthognathic surgery.¹ METHODS: This study included 102 fourth-year undergraduate students from the Guanghua School of Stomatology, Sun Yat-sen University, who were randomly divided into the MCT-NMT group or the LBL group. Learning outcomes and student satisfaction were evaluated through post-class test, medical record writing, and anonymous questionnaires.

Compared with LBL group, students in the MCT-NMT group showed significant improvements in medical record scores, perceived ability and satisfaction with teaching. The course enhanced students' understanding of theoretical knowledge and improved their communication and expression abilities.

MCT combined with NMT may be an effective method for improving dental students' technical and humanistic abilities, and is a teaching method that is more worthy of promotion than traditional education models.

The essence of MCT-NMT is to transform 'fragmented knowledge' into 'systematic clinical capabilities.' This shift in teaching methodology ultimately may drive orthognathic surgery from 'technology-driven' to 'technology + humanities dual-driven' high-quality development.