Evidence map›Paper›PMID 40336082›Full record

ArticleBMC medical education2025

The combination of a SPOC with evaluative interactive learning in dental adhesion education: a comparison with a lecture-based learning mode.

Siqi Wang, Di Yang, Wenbo Zhao, Xiaoyuan Yan, Xiyue Zhang, Wenqing Gao, Jiajie Guo

Abstract readComparative Study
PubMed Full text at PMC Publisher
In one paragraph

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 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Siqi Wang *Department of Endodontics, School and Hospital of Stomatology, Liaoning Provincial Key Laboratory of Oral Diseases, China Medical University, No. 117 Nanjing North Street, Shenyang, 110002, China.
Di Yang *Department of Endodontics, School and Hospital of Stomatology, Liaoning Provincial Key Laboratory of Oral Diseases, China Medical University, No. 117 Nanjing North Street, Shenyang, 110002, China.
Wenbo ZhaoDepartment of Preventive Dentistry, School and Hospital of Stomatology, Liaoning Provincial Key Laboratory of Oral Diseases, China Medical University, Shenyang, China.
Xiaoyuan YanDepartment of Endodontics, School and Hospital of Stomatology, Liaoning Provincial Key Laboratory of Oral Diseases, China Medical University, No. 117 Nanjing North Street, Shenyang, 110002, China.
Xiyue ZhangDepartment of Endodontics, School and Hospital of Stomatology, Liaoning Provincial Key Laboratory of Oral Diseases, China Medical University, No. 117 Nanjing North Street, Shenyang, 110002, China.
Wenqing GaoDepartment of Endodontics, School and Hospital of Stomatology, Liaoning Provincial Key Laboratory of Oral Diseases, China Medical University, No. 117 Nanjing North Street, Shenyang, 110002, China.
Jiajie GuoDepartment of Endodontics, School and Hospital of Stomatology, Liaoning Provincial Key Laboratory of Oral Diseases, China Medical University, No. 117 Nanjing North Street, Shenyang, 110002, China. guojiajie@cmu.edu.cn.ORCID http://orcid.org/0000-0002-4116-6512

Funding

Liaoning Province Education Science "14th Five Year Plan" Project in 2022 JG21DB205
6 · The paper itself

Abstract

backgroundDental education focuses on the cultivation of students' diagnosis and treatment ability, and improving the teaching effect is an important prerequisite for achieving this goal. This study evaluated whether the combination of a small private online course (SPOC) with evaluative interactive learning (EIL) could effectively enhance students' engagement in learning and improve their ability to understand and apply knowledge pertaining to dental adhesion.

methodsA total of 79 undergraduate students were divided into an EIL group and a lecture-based learning (LBL) group. Students' levels of participation were evaluated in terms of the frequency of their speech and interaction. Students' ability to apply their basic knowledge, competency knowledge, and operational skills were assessed with a written test and an operation test. Students' perceptions were assessed via questionnaires.

resultsStudents in the EIL group presented higher levels of engagement and interaction frequency than did students in the LBL group. The students in the EIL group outperformed those in the LBL group on the ability analysis test and operation test, whereas no significant differences were observed between the students in these two groups with respect to the basic knowledge test. In addition, the scores obtained by the students in the EIL group exhibited a notable shift toward a higher range. The students in the EIL group also exhibited a better ability to employ various effective bonding methods. The questionnaire results revealed that EIL can promote active learning among students without increasing the burdens that they face.

conclusionThe use of this combination of a SPOC with EIL as an approach to education in dental adhesion can achieve good results, including significant improvements in students' learning participation, clinical thinking, and operational abilities as well as their willingness to learn actively.

Indexed as

Computer-Assisted InstructionEducation, DentalEducation, DistanceProblem-Based LearningAdultClinical CompetenceEducational MeasurementFemaleHumansLearningMaleStudents, DentalSurveys and QuestionnairesYoung AdultDental educationEvaluative interactive learningSmall private online courseTeaching model

Identifiers

PMID40336082
PMCPMC12057003

What OpenQuestion holds

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LicenceCC BY-NC-ND
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.