Teaching methods
ATROPHIC, COMPLICATIONS
All students participated in class sessions on six topics on implant therapy at atrophic anterior maxilla, namely “1. Principle of implant therapy at anterior maxilla”, “2. Pre-surgical assessments and treatment plan”, “3. Bone augmentation techniques”, “4. Implant placement”, “5. Soft tissue conditioning” and “6. Management of complications”. The curriculum of implant therapy at atrophic anterior maxilla was completed in 12 sessions, with each session lasting for eighty minutes. In the control group, students took courses in turn in the form of teacher-centered lectures, with the teacher’s role being to distribute knowledge in the final form. There was no scheduled discussion time during or after the class. In the traditional PBL-CBL group and digital PBL-CBL group, students were divided into teams of 3 or 4 members. The topic was discussed at each of the 24 sessions. The role of the teacher changed from traditional authority to a case narrator and expert guide to discussion. The medical information and the main problems introduced were the same in the two PBL-CBL groups, such as the past medical history, clinical manifestations, X-ray examination results, diagnosis and treatment processes. PBL and CBL were combined as described in our previous study (