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. 2025 Apr 26;25(1):618.
doi: 10.1186/s12909-025-07023-y.

Integrating team-based and peer-teaching strategies for standardized dental residency: a path to active learning and professional growth

Leshi Wang  1 , Peiwen Chen  2 , Xiao Wang  3 , Sijia Wei  4 , Jiayi Lin  4 , Xi Jing  5
Affiliations

Integrating team-based and peer-teaching strategies for standardized dental residency: a path to active learning and professional growth

Leshi Wang et al. BMC Med Educ. .

Abstract

Background: This study aimed to assess the effectiveness of an integrated Team-Based Learning (TBL) and Peer Teaching (PT) model in enhancing theoretical knowledge, clinical competencies, and engagement among dental residents, offering insights for improving stomatology education.

Methods: This study was conducted at the affiliated stomatology hospital of Guangzhou medical university between 2021 and 2023. The 2021-22 cohort (n = 39) students received a traditional teacher-centered approach, whereas the 2022-23 cohort (n = 43) underwent a combined TBL and PT approach. Following a three-month training period, theoretical exams and OSCE were administered. Student engagement was evaluated using the SCEQ, and satisfaction was assessed through SSS. Data were analyzed using independent t-tests, Mann-Whitney U tests, and χ² tests, with statistical significance set at p < 0.05.

Results: No significant baseline differences were observed in demographics. TBL + PT cohort demonstrated significantly higher theoretical test scores and OSCE performance in most assessed skills, including pulpotomy, tooth preparation, incision and suturing, and patient intake. Engagement scores were also significantly higher in the domains of emotional engagement and participation/interaction, and overall student satisfaction improved, particularly regarding teaching quality and student-centric learning methods. Word cloud analyses of student feedback revealed a stronger emphasis on collaboration, participation, and innovation in the TBL + PT cohort compared to the traditional group.

Conclusions: Incorporating Team-Based Learning and Peer Teaching into standardized dental residency training markedly enhanced theoretical knowledge, clinical proficiencies, and learner engagement. This instructional strategy improved residents' technical competencies and cultivated stronger team collaboration, communication, and higher satisfaction levels, offering a promising alternative to traditional teaching for residency training in oral medicine.

Keywords: Oral medicine; Peer teaching; Standardized residency training; Student engagement; Team-based learning.

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Conflict of interest statement

Declarations. Ethics approval and consent to participate: Study compliant/adhered to Helsinki Declaration. Study received ethical approval by the ethics committee of the affiliated stomatological hospital of Guangzhou medical university (Approval Number: JXYJ20250303001). Informed oral consent to participate was obtained from all participants prior to their enrollment in the study. The ethics committee approved the use of oral consent as sufficient for this study due to it primarily involved routine educational activities and surveys without any invasive procedures or interventions. Consent for publication: Not applicable. There are no details on individuals reported within the manuscript. Competing interests: The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
Flowchart of the study
Fig. 2
Fig. 2
Pre- and post-course theoretical knowledge test scores between 2021-22 and 2022-23 cohorts
Fig. 3
Fig. 3
Clinical skills assessment of the students
Fig. 4
Fig. 4
Correlation between student engagement (SCEQ) and theoretical test scores in the 2021–22 and 2022–23 cohorts
Fig. 5
Fig. 5
Word clouds of the (A) 2021-22 cohort and (B) 2022-23 cohort
See this image and copyright information in PMC

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