Abstract:

Objective To assess the effectiveness of combining problem-based learning (PBL), team-based learning (TBL), and clinical pathway (CP) in standardized training of periodontology residents. Methods A total of 48 residents who were transferred to the Department of Periodontology at the Fourth Affiliated Hospital of Harbin Medical University from January to October 2023 were randomly assigned to either the traditional teaching group or the PBL, TBL, and CP combined teaching group, with 24 participants in each group. The traditional teaching group followed conventional teaching methods, while the PBL, TBL, and CP combined teaching group utilized a combination of these three methods. Prior to completing their rotation, both groups underwent professional assessments as well as surveys on satisfaction with standardized training and self-evaluation. Results The professional examination scores ofcombined teaching group were significantly higher than those of the traditional teaching method group (P<0.05). Both groups expressed satisfaction with standardized training and demonstrated proficiency in diagnosing and treating periodontitis through instruction; no statistically significant difference was observed between them (P>0.05). However, compared to the traditional teaching group, students in the PBL, TBL, and CP combined teaching group showed significant improvements in doctor-patient communication skills, active information retrieval abilities, learning interest levels, team discussions, and clinical logical thinking abilities (P<0.05). Conclusion Implementing a combination of PBL, TBL, and CP during standardized training of periodontology residents can enhance students’ professional examination scores and self-evaluation results, which promotes educational reform development by providing an objective basis.

Key words: periodontology, problem-based learning, team-based learning, clinical pathway, teaching reform