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. 2024 Mar 8;24(1):264.
doi: 10.1186/s12909-024-05235-2.

Application of lecture-and-team-based learning in stomatology: in-class and online

Biyao Wang  1 , Shan Jin  2 , Minghao Huang  3 , Kaige Zhang  3 , Qing Zhou  2 , Xinwen Zhang  4   5 , Xu Yan  6
Affiliations

Application of lecture-and-team-based learning in stomatology: in-class and online

Biyao Wang et al. BMC Med Educ. .

Abstract

Background: This study aimed to evaluate stomatological students' learning efficacy and their attitude towards Lecture-Team-Based Learning (LTBL) on topics regarding the design of removable partial dentures via in-class, online, and both in combination.

Methods: Students from seven distinct grades participated in the course in their fourth academic year (Years 2015, 2016, 2017, 2018, 2019, 2020, and 2021). Students of Years 2015-2019 attended in-class LTBL, students of Year 2020 attended online LTBL, and students of Year 2021 attended the combination mode. The scores of three examinations were compared, namely, individual readiness assessment test, team readiness assurance test, and individual application test. Visual Analog Scales (VAS) were used for students to self-assess their mastery of prosthodontics knowledge before and after the course. Anonymous questionnaires were delivered to evaluate their satisfaction with LTBL via a Likert scale.

Results: In each academic year, the three exam scores were significantly improved as the course progressed and VAS-post scores were significantly higher than VAS-pre scores. The three examination and VAS scores of students in Year 2020 were significantly lower than those in Years 2019 and 2021. Students were highly satisfied with the LTBL course based on the three parameters of knowledge acquisition, teamwork, and classroom atmosphere.

Conclusion: Students were highly satisfied with the LTBL course and their learning performance was improved as the course progressed both in-class and online. Online LTBL could be adopted when students have to study online, while in-class LTBL could perform better when combined with video records of an online LTBL course.

Keywords: Chinese undergraduate; Lecture-based learning; Lecture-team-based learning; Stomatology; Team-based learning.

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Conflict of interest statement

The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
The process of lecture-and-team-based learning
Fig. 2
Fig. 2
Box-and-whisker diagram of the iRAT (a), tRAT (b), and iAT (c) exam scores across Years 2019–2021, presenting median (bold black horizontal line), minimum and maximum values (vertical “t” lines, or whiskers), and interquartile range (box). An asterisk indicates a significant difference according to Kruskal-Wallis one-way ANOVA (P < 0.05)
Fig. 3
Fig. 3
Histogram of the VAS-pre (a) and VAS-post (b) scores across Years 2019–2021, presenting minimum and maximum values (vertical “t” lines, or whiskers). An asterisk indicates a significant difference according to Kruskal-Wallis one-way ANOVA (P < 0.05)
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