Table 1 Description of the course design
Oral bullous diseases | Oral ulcerous diseases | Oral patches stria diseases | |
|---|---|---|---|
Learning targets / course outline | 1. To get familiar with cicatricial pemphigoid | 1. To provide an overview of oral ulcerous diseases | 1. To get familiar with oral potentially malignant disorders and precancerous conditions |
2. To develop a deep understanding of pemphigus | 2. To develop a basic understanding of Behcet’s disease and traumatic ulcers | 2. To develop a deep understanding of oral lichen planus, oral leukoplakia, erythroplakia, discoid lupus erythematosus, and oral submucous fibrosis | |
3. To enhance the ability to distinguish and diagnose oral bullous diseases | 3. To get familiar with the classification, clinical feature, diagnosis, and treatment of recurrent aphthous ulcers | 3. To develop the ability to differentiate between oral patches stria diseases | |
Learning difficulties | Differentiating between the diagnosis of pemphigus and diagnoses other erosive lesions | Distinguishing between the cause of oral ulcers and provide appropriate treatments | 1. Diagnosing various diseases with white changes |
2. Understanding the lesion characteristics of oral lichen planusbetween the different positions | |||
3. Accurately identifying oral diseases with white lesions | |||
Course design | Provide cases before class to exhibit the diagnosis process of oral bullous diseases, based on several clinical cases, in gradual difficulty | Task-driven teaching method | Provide pre-class problems and situational teaching method |
Implementation | When reporting clinical cases, lecturers shared their clinical thinking and gradually solved the mystery of the disease. Several in-class questions about key nodes of the diagnosis process were interspersed | To inspire students’ self-directed learning, lecturers gave a presentation on Behcet’s disease in the video course, as an example, and assigned students a task about the aetiology of the different types of ulcers. The in-class time was used to communicate what students learned | An auction was held during class time, and the knowledge beyond the textbook was taken as the subject matter. In this fictitious auction, students bided for the knowledge / questions in teams |