Implementing and evaluating a seminar-case learning model in postgraduate orthodontic education: perceived effectiveness, student experience, and influencing factors

BACKGROUND: Postgraduate orthodontic education in China predominantly relies on traditional lecture-based learning and clinical apprenticeships, which often fail to adequately foster clinical reasoning, student engagement, and interactive learning. This study aimed to evaluate the feasibility and perceived value of a novel seminar-case learning (SCL) model, which integrates the interactive dynamics of seminars with the clinical relevance of case-based learning, within postgraduate orthodontic education. METHODS: A pilot study was conducted involving 64 orthodontic postgraduates from 27 dental schools across China during a summer camp session. Participants were divided into six small groups, each facilitated by an experienced instructor, to discuss three complex orthodontic cases using the SCL model. Questionnaires were administered before and after the intervention to assess students' baseline competencies, expectations, perceived improvements in various orthodontic treatment domains (diagnosis, treatment planning, execution, monitoring), and overall feedback on the learning experience. RESULTS: The results demonstrated high satisfaction with the SCL model, with over 80% of participants rating it superior to traditional teaching methods. A significant majority reported "improvement" or "great improvement" in core orthodontic competencies, including examination and diagnosis (76.56%), treatment planning (78.13%), clinical reasoning (87.50%), and monitoring and management of common issues (75.00%). Furthermore, 87.50% expressed strong confidence in applying the acquired knowledge in clinical practice. Interestingly, perceived gains followed a U-shaped curve relative to clinical experience: the intermediate group (50-80 cases) reported the lowest satisfaction, while beginners (0-20 cases) and advanced learners (> 80 cases) showed higher and comparable levels. Key factors for successful learning were identified as "instructors' facilitation skills", "theory-practice integration", and "case typicality". CONCLUSIONS: The SCL model demonstrates promising feasibility and high acceptability among orthodontic postgraduates, with participants reporting substantial perceived gains in core clinical competencies and strong engagement in the learning process. These preliminary findings suggest that SCL represents a potentially valuable innovative approach to enrich postgraduate orthodontic training. Future implementation should consider tailoring case complexity to learners' experience levels, and controlled studies with longitudinal follow-up are needed to establish the efficacy and sustained impact of this pedagogical model.