Freshman seminar: Exploring the 5E instructional model in Introduction to Dentistry

Background: The Introduction to Dentistry (ID) course provides freshmen with a structured overview of Stomatology. However, the traditional lecture-centric model of ID ensures standardized knowledge delivery but is plagued by passive learning dynamics. To assist freshmen in quickly adapting to university studies, we designed and launched a new inquiry-based learning course—freshman seminar (FS)—to evaluate the impact of the 5E instructional model in ID. Methods: This study implemented six teaching modalities in ID class to explore the 5E instructional model: direct instruction (DI), group-discussion class (GD), hands-on classes (HC), maxillofacial sketching courses (SC), immersive learning in dental museums/factories (IL), and flipped classrooms (FC). A cohort of 103 first-year students completed post-course surveys. This seminar was analyzed across two dimensions: part one compares diversified teaching methods (DTM) with the single direct instruction (SDI) method, and part two involves comparing multiple methods with each other. Results: Students strongly favored DTM, particularly HC, SC, and IL—methods emphasizing experiential learning and active participation. These approaches significantly reduced academic anxiety ( P <0.05), fostered teacher-student interaction ( P <0.05), and enhanced professional confidence ( P <0.05). The curriculum successfully cultivated institutional pride and early specialty identity ( P <0.05). However, no single method achieved 100% satisfaction, underscoring the necessity for integrated pedagogical strategies. Conclusions: This exploration demonstrates that diversified teaching modalities effectively deepen disciplinary understanding through multi-sensory engagement (visual, auditory, tactile), breaking traditional barriers to early clinical exposure. The innovative incorporation of IL—implemented through the 5E model (Engage, Explore, Explain, Elaborate, Evaluate)—represents a pioneering approach in foundational dental education. Our findings advocate for systematic integration of multimodal teaching in introductory professional courses to optimize learning outcomes while maintaining academic rigor. This study offers actionable insights for reforming global dental education, particularly in connecting preclinical and clinical training phases.