Objective: This study was intended to evaluate the effects of the case-based learning (CBL) and Sandwich teaching methods in clinical practice of prosthodontics. Methods: 82 fifth-year students who were undertaking clinical practice of prosthodontics in Peking University School and Hospital of Stomatology (PKUSS) were included in this study. The CBL–Sandwich courses using typical esthetic cases were applied in the experimental group (40 students), while the control group (42 students) used a traditional teaching method during clinical practice. No significant differences were observed in the responses in age or pre-internship theoretical scores between the two groups (p > 0.05). After 10 months of training, clinical skills assessment and anonymous questionnaires were conducted. Results: The scores of clinical skills in the experimental group were all significantly higher than in the control group (p < 0.01). The former also showed significantly higher scores (p < 0.01) in three questionnaire items, while study burden was nearly the same between the two groups. Conclusions: The CBL–Sandwich teaching method can improve students’ clinical skills during prosthodontic internship and enhance their interest in learning.
Yang et al. (2026) studied this question.