ArticleBMC medical education2025
Exploration and practice of comprehensive clinical rotation internship for undergraduate dental students.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Beyond traditional metrics: the holistic role of multisource feedback in comprehensive dental clinical education.Frontiers in medicine · 2026Article
- Knowledge, attitudes, and practices of dental residents in managing traumatic dental injuries.BMC oral health · 2025Article
Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
backgroundUniversity-based programs should aim to teach dental students about practice procedures to gain insight into day-to-day activities. This study introduces a newly established comprehensive dental professional curriculum, including an additional 9-week comprehensive rotation internship program.
methodsAll dental students from the Department of General Dentistry II under Peking University School and Hospital of Stomatology (PKUSS) who completed a specialized internship in the five research areas (endodontics, periodontics, prosthodontics, oral and maxillofacial surgery, and pediatric dentistry), including an additional 9-week comprehensive rotation, were invited to participate in the survey (total n = 253 in years 2022-2024). Utilizing the complete sample population, we distributed the questionnaire electronically via WeChat. Descriptive statistics were employed to analyze the distribution of responses. The Chi-Square test was utilized to assess potential differences in response patterns between genders and between academic programs.
resultsThe response rate was 98.8% (n = 250/253). A total of 70.4% of students believed that a 9-week comprehensive rotation was necessary to improve the program. 76.8% thought it was essential to introduce the dental comprehensive specialty. 75.6% felt that the dental comprehensive specialty internship should last longer, and 83.2% believed that it helped them develop comprehensive diagnostic and treatment thinking abilities. No significant differences were observed in the responses between male and female students (p > 0.05). However, 5-year program students demonstrated significantly higher preference rates for both comprehensive rotation (80.3% vs. 59.32%; p < 0.001) and dental comprehensive specialty internship (82.58% vs. 70.34%; p = 0.011) compared to 8-year program students. Furthermore, a significantly higher proportion of 5-year program students reported improvement in their prosthodontic competence following the training (45.45% vs. 27.97%; p = 0.004).
conclusionThe comprehensive rotation model was effective in helping students establish comprehensive diagnostic thinking and train multi-specialty clinical skills. Further exploration and improvement are needed to effectively leverage the advantages of multi-specialty training in the comprehensive teaching clinic.
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