An Evaluation of an Integrated Multimodal Teaching Framework in an Undergraduate Oral Microbiology Course

The aim of this study is to evaluate an integrated multimodal teaching framework incorporating structured literature reading, flipped classroom instruction, case-based learning (CBL), and laboratory-based teaching in an undergraduate oral microbiology course, and to explore associations and structural relationships among instructional components and student learning outcomes.

One hundred undergraduate dental students enrolled in an integrated five-plus-three dental program participated in this educational evaluation. The course design combined modularized theoretical instruction, laboratory training, and a tri-component self-directed learning framework. Student performance was assessed using formative and summative assessments. Associations between instructional components and final examination performance were examined using linear regression analyses, followed by exploratory path analysis.

Univariable regression analyses showed that literature reading, flipped classroom participation, and laboratory performance were positively associated with final examination scores (p < 0.05). In multivariable regression analysis, the literature reading remained independently associated with final examination performance (p = 0.026). Exploratory path analysis suggested that literature reading demonstrated a direct association with examination scores, whereas flipped classroom participation primarily influenced performance through indirect pathways involving CBL engagement and laboratory assessment. Student feedback indicated high levels of acceptance of flipped classroom and CBL activities, reflecting students' perceived value of these instructional approaches.

An integrated multimodal teaching framework was associated with favourable learning outcomes in an undergraduate oral microbiology course. Structured literature reading, flipped classroom instruction, CBL, and laboratory-based teaching appeared to play complementary roles in supporting theoretical understanding, practical engagement, and clinical reasoning. These findings may inform the design of foundational dental science curricula in comparable educational contexts.