Current dental education faces challenges in bridging the gap between theoretical knowledge and clinical application. Traditional Lecture-Based Learning (LBL) often fails to alleviate student anxiety or foster deep cognitive engagement. This study explores the efficacy of a hybrid teaching model that integrates Case-Based Learning (CBL) and Scene Simulation Teaching (SST) with dental simulator practice, comparing it with the traditional Lecture-Based Learning (LBL) model. A randomized controlled study was conducted with 20 fifth-year undergraduate dental students from the 2018 cohort at the Affiliated Nanshan Hospital of Shenzhen University. Participants were randomly allocated to either the experimental group (Hybrid CBL-SST-Simulator) or the control group (Traditional LBL). The Endodontics course served as the context. Outcomes were assessed across four dimensions: theoretical knowledge (written exam), clinical thinking (case analysis), doctor-patient communication (SEGUE Framework), and clinical skills (preparation of Class II cavity and access opening). Students in the Hybrid group demonstrated significantly superior performance in clinical thinking (87.40 ± 5.20 vs. 73.90 ± 8.41, P 0.05) or clinical operational skills (P > 0.05). The hybrid CBL-SST model significantly enhances clinical reasoning and communication skills by promoting “Interactive” and “Constructive” learning behaviors. While it does not surpass traditional methods in rote knowledge or pure manual dexterity, it effectively bridges the gap between theory and practice. This approach offers a promising strategy for preclinical dental education.
Rao et al. (Mon,) studied this question.