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| Mendel randomization analysis blended with problem-based learning in the undergraduate periodontologycourse: An exploration of the teaching mode |
| JIA Ruiwei, ZHAO Zheyu, ZHU Xiaodan, CAO Jinfang, WANGHuining, SUN Xiaoyu. |
| Periodontology, School & Hospital of Stomatology, Wenzhou Medical University,Wenzhou 325027, China |
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| Cite this article: |
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JIA Ruiwei,ZHAO Zheyu,ZHU Xiaodan, et al. Mendel randomization analysis blended with problem-based learning in the undergraduate periodontologycourse: An exploration of the teaching mode[J]. JOURNAL OF WEZHOU MEDICAL UNIVERSITY, 2024, 54(2): 169-172，封三.
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Abstract Objective: To explore the teaching mode with Mendel randomization (MR) analysis combined with Problem-Based Learning (PBL), aiming to help students better understand of the association between periodontal diseases and systemic diseases. Methods: Based mainly on the textbook Periodontology,supplemented by the MR Analysis methods, students were guided to explore the association between periodontitis
and systemic diseases. Students from two classes of 2019 at Wenzhou Medical University were randomly divided into the experimental group (MR analysis combined with PBL teaching mode, cases=53) and the control group(classroom lectures combined with PBL teaching mode, cases=54). At the end of the course, the two teaching methods were assessed and evaluated by students’ classroom performance scores, examination results, andresearch & innovative thinking abilities. Results: After the teaching reform of “MR analysis combined with PBL teaching”, the theoretical performance of students in the experimental group was better than that of the control group. The average score of the test questions of students in the experimental group was 84.9±4.6, while the average score of the test questions of students in the control group was 79.2±4.3, with statistical difference(P<0.05). Meanwhile, the classroom performance score of students in the experimental group was 96.7±5.7;while the score of the control group was 91.2±4.8, and the difference was statistically significant (P<0.001). In addition, the students in the experimental group had better scientific research and innovative thinking abilitiesthan those in the control group, as evidenced by their participation in more scientific research projects and thesis writing and publication. Conclusion: The teaching method of “MR analysis and PBL teaching” for oral Periodontology deepened students’ understanding and mastery of the correlation between periodontitis and systemic diseases. Through the review of scientific literature, the students had a more in-depth understanding and exploration of the correlation between periodontitis and systemic diseases. Their scientific thinking and team collaboration abilities were greatly improved.
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Received: 12 September 2023
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. [J]. JOURNAL OF WEZHOU MEDICAL UNIVERSITY, 2020, 50(8): 686-688，封三. |
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