A morphology‐based integrated teaching mode combining pathology and radiology with the aid of teaching media: A randomized controlled trial

Abstract

AbstractObjectiveThe integration of curriculum is an important approach for enhancing medical education and facilitating interdisciplinary connections among students. This study aimed to develop a new morphological integrated teaching mode for undergraduate stomatology education by combining stomatological pathology and radiology courses with instructional media.MethodsIn total, 63 undergraduates were included in this study and divided into three groups: traditional (Group T; the control group) and two experimental groups: KoPa WiFi EDU (Group K), and KoPa WiFi EDU‐cone beam computed tomography (CBCT) (Group K‐C). All participants attended a 2‐h lecture on periapical cysts and completed the first theoretical test. Subsequently, they underwent a 4‐h experimental training session on the pathology and radiology of periapical cysts using different teaching methods. Following the training, participants completed the second theoretical test and underwent the first image‐reading skill evaluation. After a 3‐month period, participants completed the third theoretical test and underwent the second image‐reading skill evaluation. The effectiveness of the teaching methods was assessed by analyzing the differences in theoretical test and experimental skill evaluation scores.ResultsThere were no significant differences in the first theoretical outcomes among three groups (p > 0.05). However, the second theoretical scores, the first objective evaluation scores, and the first subjective evaluation scores were significantly higher in the integrated teaching mode (3D teaching mode with the KoPa WiFi EDU and CBCT: 89.29 ± 4.55, 81.00 ± 8.15, and 61.57 ± 5.52, respectively; 2D teaching mode with the KoPa WiFi EDU system: 80.43 ± 3.41, 73.00 ± 8.01, and 55.67 ± 5.66, respectively) than in the traditional teaching mode (72.57 ± 3.84, 69.38 ± 4.91, and 48.67 ± 5.54, respectively) (p < 0.05). Moreover, the long‐term teaching effect of the integrated mode was better than that of the traditional mode (p < 0.05).ConclusionsThe morphology‐based integrated teaching mode combining pathology and radiology aroused student enthusiasm for learning, and resulted in enhanced learning outcomes in dental experimental education.