Application of a novel teaching model integrating multiple teaching methods in periodontology education for Chinese undergraduates

Background: The present research aims to explore and evaluate a novel teaching model called FC-integration, which integrates multiple teaching methods including flipped classroom, case-based learning (CBL), problem-based learning (PBL) and team-based learning (TBL) assisted by Rain Classroom in periodontology education for Chinese undergraduates. Methods: 200 senior undergraduate students in Grade 2012, 2013 and 2015 were involved in this study from 2016 to 2019. The novel teaching model was applied to the chapter "gingival disease" for Grade 2013 and 2015 students (F group, n=118). As the control, the teacher gave a traditional lecture on the chapter "periodontitis" for Grade 2013 and 2015 students (T group 1, n=118) and the chapter " gingival disease " for Grade 2012 students (T group 2, n=82). The students finished a questionnaire and a quiz after the class. Results: (1) The classroom atmosphere was more inspiring and animating in the F group than in the T group. The questionnaire survey showed higher satisfaction in the F group than in the T group (73.73% vs. 58.47%, P< 0.05). In addition, the Visual Analogue Scale (VAS) score in the F group was higher than that in the T group (7.69±1.69 vs. 7.03±1.91, P <0.05). (2) The average score on the quiz in the F group was higher than in the T group 1 (71.60±13.74 vs. 55.03±16.83, P <0.05) and T group 2 ( 71.60±13.74 vs. 63.92±12.34, P <0.05). Conclusions: The application of the novel model could help students improve their learning efficiency and clinical skills in the diagnosis and therapy of periodontal diseases.