Integration of Problem-Based Learning and Case-Based Learning in Chinese Endodontics Standard Resident Training

Lin Yang; Lei Dou; Wanlu Lu; Jie Xu; Yi Shu

doi:10.26689/jcer.v9i10.12691

Lin Yang Oral Medicine Standard Resident Training Base of Stomatological Hospital of Chongqing Medical University, Chongqing 400015, China; Endodontics Department, Stomatological Hospital of Chongqing Medical University, Chongqing 400015, China
Lei Dou Oral Medicine Standard Resident Training Base of Stomatological Hospital of Chongqing Medical University, Chongqing 400015, China; Endodontics Department, Stomatological Hospital of Chongqing Medical University, Chongqing 400015, China
Wanlu Lu Oral Medicine Standard Resident Training Base of Stomatological Hospital of Chongqing Medical University, Chongqing 400015, China; Endodontics Department, Stomatological Hospital of Chongqing Medical University, Chongqing 400015, China
Jie Xu Oral Medicine Standard Resident Training Base of Stomatological Hospital of Chongqing Medical University, Chongqing 400015, China
Yi Shu Oral Medicine Standard Resident Training Base of Stomatological Hospital of Chongqing Medical University, Chongqing 400015, China; Endodontics Department, Stomatological Hospital of Chongqing Medical University, Chongqing 400015, China

DOI: https://doi.org/10.26689/jcer.v9i10.12691

Keywords: Problem-based learning, Case-based learning, Postgraduate education, Standard Resident Training, Endodontics

Abstract

As the most critical part of post-graduate education, the Chinese government launched Standard Resident Training in 2013 to solve the regional inequality of medical quality and meet the increasing social requirement for better medical service. We integrated problem-based learning (PBL) and case-based learning (CBL) in the Endodontics Standard Resident Training. By evaluating with objective parameters including theoretical knowledge and clinical practice skill, and subjective parameters including questionnaire, it was found that PBL+CBL played a positive role in endodontic resident training with a significant difference (P < 0.05). This combined training model is instructive for China’s resident training, and this result can provide a rudimentary reference to current postgraduate teaching reform.

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