Sabrina Alves Durães, Geórgia das Graças Pena, Luciana Neri Nobre, Audrey Handyara Bicalho, Rosângela Ramos Veloso Silva, Desirée Sant'Ana Haikal, Carolina Amaral Oliveira Rodrigues, Marise Fagundes Silveira, Maria Fernanda Santos Figueiredo Brito, Vítor Fonseca Bastos, Lucineia de Pinho
Food consumption changes among teachers during the COVID-19 pandemic
Obesity medicine
traditional chinese dentistry classroom teaching model focuses instruction knowledge details less frameworks learners motivation introduced combination mind mapping pbl instruction mblinto prosthodontics course chinese dental students study aimed evaluate effectiveness efficiency mbl prosthodontics make observations students perspectives based response learning process prospectively enrolled 56 fourthyear undergraduates stomatology participants randomly allocated either combined mind map teaching group mbl problembased learning group pbl attend prosthodontics course anonymous questionnaire also administered groups evaluate students perceptions experiences using closed openended items data analyzed using descriptive statistics thematic analysis students responses closed items indicate experience pbl mbl positive including increased motivation improved memory knowledge enhanced discipline connection raised teamwork fairly higher ratings mbl group however tutorguided competence scores including memory framework part significantly higher mbl group pbl group twoway anova p 001 p 0001 respectively meanwhile selfperceived competence scores including motivation framework teamwork part significantly higher mbl group pbl group twoway anova p 001 p 0001 p 005 respectively findings suggest mbl teaching approach help integration knowledge structure enhance clinical reasoning mbl effective wellorganized method prosthodontics course dental students