Developing of case-importing teaching module-integrated 2D pathology and 3D radiology to improve learning effect in undergraduates of stomatology

Abstract

Abstract Purpose The teaching concept of integrated curriculum is an important means of medical education improvement, which can arouse students' enthusiasm for learning, enhance the learning effect of basic and clinical subjects, and help students to establish interdisciplinary connection. This study aimed to combine stomatologic pathology-radiology courses with instructional media and to propose a new morphological integrated teaching mode for undergraduate stomatology education. Methods In total 84 undergraduates were divided into four teaching groups: traditional (Group T), KoPa WiFi EDU system (Group K), KoPa WiFi EDU-CBCT (Group K-C), and CBCT-KoPa WiFi EDU (Group C-K). Participants received a 2-hour lecture on periapical cysts and sat a theoretical test. Corresponding groups underwent a 4-hour experimental pathology and radiology course on periapical cysts using different teaching methods. Participants repeated the theoretical test with an experimental test. Teaching effects were assessed based on objective and subjective experimental test scores and difference in theoretical test scores. Results The results indicated no significant difference in the first theoretical outcomes among four groups (P > 0.05). The second theoretical scores, objective and subjective experimental scores of integrated teaching mode with KoPa WiFi EDU system and CBCT which scored 89.29 ± 4.55, 81.00 ± 8.15, 61.57 ± 5.52 (Group K-C) and scored 87.52 ± 3.44, 80.00 ± 9.22, 58.00 ± 4.44 (Group C-K) exhibited superior teaching effects comparing to traditional teaching mode (scored 72.57 ± 3.84, 69.38 ± 4.91, 48.67 ± 5.54) and 2D teaching mode with KoPa WiFi EDU system (scored 80.43 ± 3.41, 73.00 ± 8.01, 55.67 ± 5.66) (P < 0.05). In the integrated teaching mode, subjective scores were higher in Group K-C (pathology followed by radiology) than in Group C-K (radiology followed by pathology) (P < 0.05). Long-term teaching effect of integrated mode was better than traditional mode (P < 0.05). Conclusion The K-C group combined with 2D pathology and 3D radiology in the morphology-based integrated teaching mode was the most superior one for undergraduates’ learning effects.