Exploration of integrating ideological and political education into CBL teaching mode in the teaching of Dentistry and Endodontics

Corresponding author: ZHANG Tiezhu, shiyuewangweng@163.com

DOI: 10.12201/bmr.202511.00032

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  Abstract: Objective: To explore the application value of integrating ideological and political education into CBL teaching mode in the teaching of Dentistry and Endodontics. Method: A total of 30 undergraduate students majoring in stomatology from the Guangdong Medical University graduated in 2025 were randomly divided into two groups: a control group and an experimental group, with 15 students in each group. The control group received traditional teaching methods for dental pulp disease, while the experimental group received a teaching model based on clinical case learning (CBL) with the integration of course ideology and politics. The learning performance, ideological and political education effectiveness, and teaching satisfaction of the two groups were compared. Result: The experimental group had higher scores in both theoretical exams and clinical skill operation assessments (P<0.05). The experimental group scored higher in four dimensions: medical ethics and style, scientific spirit, humanistic care, and team collaboration (P<0.05). The experimental group scored higher on five items including teaching content, teaching methods, classroom atmosphere, ability improvement, and overall satisfaction (P<0.05). Conclusion: The integration of ideological and political education into the CBL teaching model can have a positive impact on the academic performance, ideological and political education effectiveness, and teaching satisfaction of Endodontics.

  Key words: Dentistry and Endodontics; Course ideology and politics; Teaching mode based on clinical case learning; Teaching effectiveness; Teaching satisfaction

  Submit time: 14 November 2025

  Copyright: The copyright holder for this preprint is the author/funder, who has granted biomedRxiv a license to display the preprint in perpetuity.
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  1	2025-10-29	10.12201/bmr.202511.00032V1	Download

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