Application of improved problem-based learning methods in the clinical practical teaching for standardized training of endodontic residents

Standardized training of residents in stomatology is essential for developing highly competent dental professionals; however, effectively enhancing clinical skills remains a challenge in dental education. We implemented improved problem-based learning (PBL) in endodontic clinical practice to comprehensively evaluate the clinical skills and perceptions of residents and teachers regarding this teaching method. Sixty standardized endodontic residents received an improved PBL approach and were assessed for teaching effectiveness using the directly observed Procedural Skills (DOPS) scale at admission and exit. A survey of residents’ and teachers’ opinions on the corresponding teaching methods was conducted using a feedback questionnaire. The results indicated that the understanding of the indications and contraindications, preoperative preparation, appropriate analgesia, clinical operation skill, aseptic technique, seeking help, postoperative treatment, communication skills, humanism, and overall performance score of the DOPS at the time of discharge were significantly higher than those at the time of admission (p <����������������������������������������������������������������������������������������������������������������������������������������������