Application of novel probation teaching mode in implant dentistry curriculum for Chinese undergraduate students

Abstract Background: Implant dentistry has developed rapidly due to elevated patient awareness and treatment expectations, resulting an increasing demand for educators to provide well-designed undergraduate oral implantology curriculum. However, not many studies have focused on the teaching effect of clinical probation in implant dentistry course. We conducted a retrospective study to evaluate the knowledge acquisition, attitude, and behavior of the students when exposed to three forms of oral implantology curriculum applied with different teaching modes. Methods: We enrolled 150 fourth-year undergraduate dental students from grade 2017 to grade 2019 with 50 from each grade, respectively. Grade 2017 were exposed to conventional theoretical lectures only and selected as the Group A. Grade 2018 were provided with online probation teaching in addition to the theoretical lectures and selected as the Group B, while grade 2019 received offline probation teaching in addition to the theoretical lectures and selected as the Group C. The evaluation of the above teaching modes was conducted by final exam assessment and an online questionnaire. Results: Overall evaluation of the course showed that probation teaching could enhance students’ satisfaction level, knowledge mastery efficiency and facilitate an appreciation of potential career options in oral implantology (P < 0.05). Further assessment regarding the comparison between online and offline mode of probation teaching demonstrated that the offline mode could effectively activate class atmosphere, increase student-teacher interaction, better foster clinical thinking ability, and meanwhile promote an early cultivation of medical humanistic spirit (P < 0.05). Assessment of final exam scores were consistent with the results of questionnaire, with Group C exhibited the best academic performance followed by Group B, then Group A (P < 0.05). Conclusions: The utilization of the offline probation teaching mode in the undergraduate curriculum could not only improve students’ implantology knowledge and competences in a relaxing and effective manner, but also bridge the gap between theory and clinical practice.