Evaluation and assessment
In the construction of the teaching evaluation system, the teaching department attaches importance to the assessment of students’ ability and has moderately increased the proportion of PBL. In the self-study stage, teachers review the mind maps submitted by students to examine their ability to analyze and solve problems independently and to avoid speculation. In the team presentation stage, judges give case discussion grades based on each group’s mastery of basic knowledge, problem solving, sense of innovation and group cooperation. At the same time, the teaching effectiveness is anonymously evaluated by the students. Finally, the lecturer uses a symposium to share with students the shortcomings and suggestions of the course. The diversity of the evaluation system in order to improve the credibility of the assessment and objectively reflect the teaching effect has to a certain extent facilitated the implementation of the teaching reform, thus promoting more strongly the quality education of students.Through anonymous questionnaires and competency scores, it was found that the introduction of mind mapping tools in PBL teaching activities had significant advantages in enhancing students’ memory of knowledge and mastery of the curriculum framework. Besides, self-perceived competency scores indicated that the flexible and varied presentation format stimulated students’ learning interest and initiative; the visual and clear image format enhanced students’ communication and teamwork. Also, the clinical cases integrated almost of the knowledge points of prosthodontics with multidisciplinary content and clinical scenarios, stimulating and facilitating students’ ability to grasp the disciplinary framework, make multidisciplinary connections, and solve clinical problems.After the initial exploration of this teaching reform, we found that the combination of mind mapping and PBL teaching method greatly promoted the students’ ability to master the subject framework, the horizontal connection between multiple disciplines and the ability to solve clinical problems, so that they were given more space for self-development and were also more interested in the subject knowledge of prosthodontics and willing to communicate with the teachers more often. The implementation of teaching activities needs to be integrated with the students’ reality and with the characteristics of the discipline of prosthodontics, to continuously improve the quality of teachers and to reform the teaching mode and evaluation system in order to better meet the needs of higher medical personnel training [