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| LETTER TO THE EDITOR |
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| Year : 2015 | Volume
: 28
| Issue : 1 | Page : 112-113 |
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Case-based, team-based learning: A novel method for teaching orofacial syndromology to dental undergraduate students
Shishir Ram Shetty1, G Subhas Babu2, Renita Castelino2, Shruthi Hegde2, Prasanna Kumar Rao3, Sham Kishor4
1 Department of Oral Medicine and Radiology, Gulf Medical University, Ajman, United Arab Emirates
2 Department of Oral Medicine and Radiology, AB Shetty Memorial Institute of Dental Sciences, Nitte University, Mangalore, Karnataka, India
3 Department of Oral Medicine and Radiology, Yenepoya Dental College, Yenepoya University, Mangalore, Karnataka, India
4 Senior Lecturer, Faculty of Dentistry, International Medical University, Kuala Lumpur, Malaysia
| Date of Web Publication | 31-Jul-2015 |
Correspondence Address:
Shishir Ram Shetty
Assistant Professor, Department of Oral Medicine and Radiology, Gulf Medical University, Ajman
United Arab Emirates
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/1357-6283.161957
How to cite this article:
Shetty SR, Babu G S, Castelino R, Hegde S, Rao PK, Kishor S. Case-based, team-based learning: A novel method for teaching orofacial syndromology to dental undergraduate students. Educ Health 2015;28:112-3 |
How to cite this URL:
Shetty SR, Babu G S, Castelino R, Hegde S, Rao PK, Kishor S. Case-based, team-based learning: A novel method for teaching orofacial syndromology to dental undergraduate students. Educ Health [serial online] 2015 [cited 2023 Jun 7];28:112-3. Available from: https://educationforhealth.net//text.asp?2015/28/1/112/161957 |
Dear Editor,
The knowledge of orofacial syndromes is important to a dental student because it can help the student detect abnormal features during routine examinations, which can lead to the prompt diagnosis of the syndrome. The most common and challenging problem faced by students is memorizing the different clinical features of the syndromes. Therefore, a study was conducted involving 100 undergraduate, final year bachelor of dental surgery students, where five groups of 20 students each were enrolled into the study.
Case-based, team-based learning models have been used in many teaching strategies in recent years. [1] Studies have suggested that interactive teaching/learning methods such as team-based learning and case-based learning can impart sustainable knowledge and performance change and lead to high satisfaction among students.as compared with conventional lecture-based classes [2] However, medical and dental students are accustomed to the conventional lecture style such as listening to a lecturer, viewing PowerPoint presentations, receiving handouts and taking notes. [3] Generally, these large lecture-based classes are no longer viewed as the ideal method for creating in-depth and long-lasting understanding of the subject matter learned by students. [1]
In our study, 20 students posted in the Department of Oral Medicine and Radiology during their clinical experience were divided into two groups (A and B) of 10 students each. The study was conducted during their last week of their posting. Students from group A were taught about two commonly occurring syndromes using conventional PowerPoint presentation of 20 min, while students from group B were given a case report and asked to read and discuss the case among themselves. They were then given 10 multiple choice questions, 5 from each syndrome to be solved within 10 min. Answers were evaluated and scores were tallied for each student (total score was number of correct responses). After calculation of the scores, the cases and learning methods were switched between groups A and B. Group A was assigned to case-based, team-based learning and group B received conventional PowerPoint teaching. The multiple choice questions were then given to the students and scores were calculated. A similar procedure was carried out for the rest of the student groups attending in the department. We found that students obtained higher scores on the multiple choice questions when they used the case-based, team-based learning method when compared with the conventional method (P = 0.01).
Team-based learning models have been used for teaching medical subjects like gross anatomy and embryology and dental subjects like endodontic. [4] We observed consistently higher scores by students when a case-based, team-based approach was used compared with conventional class PowerPoint lectures. Nieder et al. conducted a similar study and observed better results and positive student feedback when a case and team-based learning strategy was employed. [4] Similarly, in a study by Abelkhalek et al., a majority of students felt that small group team-based learning is a great learning experience, motivating, enjoyable, different from traditional lectures, and felt using team-based learning was relevant to their future medical education and practice. [5]
The case-based, team-based learning model in teaching dental students important orofacial syndromes was found to be an effective method of teaching compared with traditional PowerPoint presentation. These results suggest that a case-based, team-based learning model can be used as an effective teaching method in the field of orofacial syndromolgy.
| References | |  |
| 1. | Kumar V, Gadbury-Amyot CC. A case-based and team-based learning model in oral and maxillofacial radiology. J Dent Educ 2012;76:330-7.  |
| 2. | Smits PB, Verbeek JH, de Buisonjé CD. Problem based learning in continuing medical education: A review of controlled evaluation studies. BMJ 2002;324:153-6. |
| 3. | Hendricson WD, Andrieu SC, Chadwick DG, Chmar JE, Cole JR, George MC, et al. Educational strategies associated with development of problem-solving, critical thinking, and self-directed learning. J Dent Educ 2006;70:925-36. |
| 4. | Nieder GL, Parmelee DX, Stolfi A, Hudes PD. Team based learning in a medical gross anatomy and embryology course. Clin Anat 2005;18:56-63. |
| 5. | Abdelkhalek N, Hussein A, Gibbs T, Hamdy H. Using team-based learning to prepare medical students for future problem-based learning. Med Teach 2010;32:123-9. |
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