Application of PRI-E–a combined learning method in oral and maxillofacial oncology education
Abstract The traditional lecture-based learning (LBL) method is facing great challenges due to its low efficiency and single proceeding form. We designed a PRI-E learning mode that combined and modified problem-based, case-based, and evidence-based learning with a step-by-step approach. We evaluated...
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| Format: | Article |
| Language: | English |
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Nature Portfolio
2024-04-01
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| Series: | Scientific Reports |
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| Online Access: | https://doi.org/10.1038/s41598-024-58878-y |
| _version_ | 1797219861379678208 |
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| author | Zi-Zhan Li Hao Lin Yuan-Ming Xu Qi-Wen Man Tian-Fu Wu Zhe Shao Shanshan Liang Lin-Lin Bu Bing Liu |
| author_facet | Zi-Zhan Li Hao Lin Yuan-Ming Xu Qi-Wen Man Tian-Fu Wu Zhe Shao Shanshan Liang Lin-Lin Bu Bing Liu |
| author_sort | Zi-Zhan Li |
| collection | DOAJ |
| description | Abstract The traditional lecture-based learning (LBL) method is facing great challenges due to its low efficiency and single proceeding form. We designed a PRI-E learning mode that combined and modified problem-based, case-based, and evidence-based learning with a step-by-step approach. We evaluated the practical learning outcomes of using the PRI-E mode by comparing it with traditional lecture-based learning in oral and maxillofacial oncology education. “PRI-E” consists of the first letters of the English words Passion, Research, Innovation, and Education, and it means “the best Education”. This prospective randomized controlled trial included 40 participants. We evenly divided the participants into the PRI-E (n = 20) and LBL group (n = 20) based on the entrance test scores. The same staff group designed and then taught the learning content with different group measures. The evaluation included the final test scores and questionnaire assessments. Without affecting the examination results, the PRI-E teaching method was more satisfactory and popular with participants in terms of ability development and classroom participation. Enacting the PRI-E teaching method required more time, but this did not affect its popularity among the participants. Compared with the LBL learning mode, the PRI-E learning mode was more organized and efficient in oral and maxillofacial oncology education without affecting academic performance. This model has a high degree of satisfaction, which is conducive to training students' comprehensive ability. |
| first_indexed | 2024-04-24T12:40:22Z |
| format | Article |
| id | doaj.art-4abcd2e68c30417c894712cba8a3dc1d |
| institution | Directory Open Access Journal |
| issn | 2045-2322 |
| language | English |
| last_indexed | 2024-04-24T12:40:22Z |
| publishDate | 2024-04-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj.art-4abcd2e68c30417c894712cba8a3dc1d2024-04-07T11:17:20ZengNature PortfolioScientific Reports2045-23222024-04-011411910.1038/s41598-024-58878-yApplication of PRI-E–a combined learning method in oral and maxillofacial oncology educationZi-Zhan Li0Hao Lin1Yuan-Ming Xu2Qi-Wen Man3Tian-Fu Wu4Zhe Shao5Shanshan Liang6Lin-Lin Bu7Bing Liu8State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan UniversityState Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan UniversityDivision of Oral Medicine and Dentistry, Brigham and Women’s Hospital, Harvard School of Dental MedicineState Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan UniversityState Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan UniversityState Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan UniversityState Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan UniversityState Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan UniversityState Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan UniversityAbstract The traditional lecture-based learning (LBL) method is facing great challenges due to its low efficiency and single proceeding form. We designed a PRI-E learning mode that combined and modified problem-based, case-based, and evidence-based learning with a step-by-step approach. We evaluated the practical learning outcomes of using the PRI-E mode by comparing it with traditional lecture-based learning in oral and maxillofacial oncology education. “PRI-E” consists of the first letters of the English words Passion, Research, Innovation, and Education, and it means “the best Education”. This prospective randomized controlled trial included 40 participants. We evenly divided the participants into the PRI-E (n = 20) and LBL group (n = 20) based on the entrance test scores. The same staff group designed and then taught the learning content with different group measures. The evaluation included the final test scores and questionnaire assessments. Without affecting the examination results, the PRI-E teaching method was more satisfactory and popular with participants in terms of ability development and classroom participation. Enacting the PRI-E teaching method required more time, but this did not affect its popularity among the participants. Compared with the LBL learning mode, the PRI-E learning mode was more organized and efficient in oral and maxillofacial oncology education without affecting academic performance. This model has a high degree of satisfaction, which is conducive to training students' comprehensive ability.https://doi.org/10.1038/s41598-024-58878-yCombined learning methodStep-by-step approachSWOT analysisProblem-based learningCase-based learningEvidence-based learning |
| spellingShingle | Zi-Zhan Li Hao Lin Yuan-Ming Xu Qi-Wen Man Tian-Fu Wu Zhe Shao Shanshan Liang Lin-Lin Bu Bing Liu Application of PRI-E–a combined learning method in oral and maxillofacial oncology education Scientific Reports Combined learning method Step-by-step approach SWOT analysis Problem-based learning Case-based learning Evidence-based learning |
| title | Application of PRI-E–a combined learning method in oral and maxillofacial oncology education |
| title_full | Application of PRI-E–a combined learning method in oral and maxillofacial oncology education |
| title_fullStr | Application of PRI-E–a combined learning method in oral and maxillofacial oncology education |
| title_full_unstemmed | Application of PRI-E–a combined learning method in oral and maxillofacial oncology education |
| title_short | Application of PRI-E–a combined learning method in oral and maxillofacial oncology education |
| title_sort | application of pri e a combined learning method in oral and maxillofacial oncology education |
| topic | Combined learning method Step-by-step approach SWOT analysis Problem-based learning Case-based learning Evidence-based learning |
| url | https://doi.org/10.1038/s41598-024-58878-y |
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