Application of project-based learning in the assessment of the course"Relationship between oral diseases and systemic diseases"

HU Jing-yu; YANG Yan; LV Feng-yuan; YU Shuai-tong; MA Jing-zhi; REN Xue-mei

doi:10.15956/j.cnki.chin.j.conserv.dent.2024.10.011

Abstract：Project-Based Learning(PjBL)is considered a specific form of inquiry-based learning where the learning context is provided through authentic questions and problems embedded within real-world practices,leading to meaningful learning experiences.In this study,the project-based learning approach was applied to the assessment of a graduate course titled"The Relationship between Oral Diseases and Systemic Diseases",in which students were given the task of popularizing the connection between oral diseases and systemic diseases to the general public by means of a popularization video based on the clues of the knowledge they possessed,and the instructor's grade based on the popularization work was used as the assessment results of the project-based learning.The results showed that neither the structure of the project members nor the presentation format of the videos had a significant effect on the teachers'ratings(P＞0.05),while some differences existed between the ratings of some of the reviewing teachers(P＜0.05).Post-questionnaire interviews showed that students recognized this course reform(100％agreement),although a small percentage of students(13.8％)did not recognize the assessment results.Additionally,there was a correlation found between the amount of independent learning time students accumulated through PjBL and their grades(P＜0.05,r=0.39).In conclusion,this project-based learning course assessment has gained high recognition from students and can stimulate postgraduate students to engage in independent learning,which is a useful teaching attempt that is worthy of being maintained on a regular basis and promoted to other medical higher education teaching institutions.