Abstract：
OBJECTIVE: As an experimental teaching method, emerging learning methods including problem-based learning (PBL), case-based learning, team-based learning and flipped classroom (FC) have been widely applied in dental education. This study aims to evaluate the effect of these teaching methods on dental education performance compared to traditional lecture-based learning (LBL).
METHODS: The search was carried out in April 2024 in PubMed, EMBASE, Web of Science, and Cochrane Library. All randomized controlled trials were included and the methodological quality assessment was based on the guidelines described in the Cochrane Handbook for Systematic Reviews, followed by a meta-analysis using Stata 14.0 software. Using standard mean deviation (SMD) and 95% confidence interval (95% CI) to determine the effectiveness of emerging teaching methods and LBL in all dental disciplines. Meta-regression was used to analyse sources of heterogeneity. Sensitivity analysis was performed to determine the stability, and Begg\'s analysis was used to determine whether there is publication bias.
RESULTS: A total of 29 randomized controlled trials including 3502 students were included. The results indicate that emerging educational methods have a significantly positive effect on achieving higher scores (SMD = 0.48, 95% CI = 0.34-0.62, P < .001), whether it was theoretical scores (SMD = 0.52, 95% CI = 0.32-0.72, P < .001) or skill scores (SMD = 0.45, 95% CI = 0.15-0.76, P < .001). Compared to LBL, PBL (SMD = 0.33, 95% CI = 0.01-0.65, P = .045) and FC (SMD = 0.50, 95% CI = 0.31-0.69, P < .001) can both significantly improve students\' academic performance.
CONCLUSIONS: Compared to LBL, emerging educational methods (PBL, case-based learning, and FC) have significantly improved the learning effectiveness of dental students. These emerging educational methods can be advocated and popularized as routine teaching methods.
CONCLUSIONS: This study is the first meta-analysis of the effects of emerging teaching methods in dental education which shows great impact of emerging teaching methods on students\' development.
METHODS: The search was carried out in April 2024 in PubMed, EMBASE, Web of Science, and Cochrane Library. All randomized controlled trials were included and the methodological quality assessment was based on the guidelines described in the Cochrane Handbook for Systematic Reviews, followed by a meta-analysis using Stata 14.0 software. Using standard mean deviation (SMD) and 95% confidence interval (95% CI) to determine the effectiveness of emerging teaching methods and LBL in all dental disciplines. Meta-regression was used to analyse sources of heterogeneity. Sensitivity analysis was performed to determine the stability, and Begg\'s analysis was used to determine whether there is publication bias.
RESULTS: A total of 29 randomized controlled trials including 3502 students were included. The results indicate that emerging educational methods have a significantly positive effect on achieving higher scores (SMD = 0.48, 95% CI = 0.34-0.62, P < .001), whether it was theoretical scores (SMD = 0.52, 95% CI = 0.32-0.72, P < .001) or skill scores (SMD = 0.45, 95% CI = 0.15-0.76, P < .001). Compared to LBL, PBL (SMD = 0.33, 95% CI = 0.01-0.65, P = .045) and FC (SMD = 0.50, 95% CI = 0.31-0.69, P < .001) can both significantly improve students\' academic performance.
CONCLUSIONS: Compared to LBL, emerging educational methods (PBL, case-based learning, and FC) have significantly improved the learning effectiveness of dental students. These emerging educational methods can be advocated and popularized as routine teaching methods.
CONCLUSIONS: This study is the first meta-analysis of the effects of emerging teaching methods in dental education which shows great impact of emerging teaching methods on students\' development.
摘要：
目的：作为一种实验教学方法，新兴的学习方法，包括基于问题的学习(PBL)，基于案例的学习，基于团队的学习和翻转课堂（FC）已广泛应用于牙科教育。本研究旨在评估与传统的基于讲座的学习（LBL）相比，这些教学方法对牙科教育绩效的影响。
方法：搜索于2024年4月在PubMed进行，EMBASE,WebofScience,科克伦图书馆纳入所有随机对照试验，方法学质量评估基于Cochrane系统评价手册中描述的指南，然后使用Stata14.0软件进行荟萃分析。使用标准平均差（SMD）和95％置信区间（95％CI）确定新兴教学方法和LBL在所有牙科学科中的有效性。采用元回归分析异质性来源。进行灵敏度分析以确定稳定性，和Begg的分析用于确定是否存在发表偏倚。
结果：共纳入29项随机对照试验，包括3502名学生。结果表明，新兴的教育方法对取得较高的成绩有显著的正向影响（SMD=0.48，95%CI=0.34-0.62，P<.001）。无论是理论分数（SMD=0.52，95%CI=0.32-0.72，P<.001）还是技能分数（SMD=0.45，95%CI=0.15-0.76，P<.001）。与LBL相比，PBL(SMD=0.33，95%CI=0.01-0.65，P=.045)和FC(SMD=0.50，95%CI=0.31-0.69，P<.001)均能显著提高学生的学习成绩。
结论：与LBL相比，新兴的教育方法(PBL，基于案例的学习，和FC)显著提高了牙科学生的学习效率。这些新兴的教育方法可以作为常规教学方法加以提倡和推广。
结论：本研究是对新兴教学方法在牙科教育中的作用的首次荟萃分析，表明新兴教学方法对学生的发展有很大影响。
方法：搜索于2024年4月在PubMed进行，EMBASE,WebofScience,科克伦图书馆纳入所有随机对照试验，方法学质量评估基于Cochrane系统评价手册中描述的指南，然后使用Stata14.0软件进行荟萃分析。使用标准平均差（SMD）和95％置信区间（95％CI）确定新兴教学方法和LBL在所有牙科学科中的有效性。采用元回归分析异质性来源。进行灵敏度分析以确定稳定性，和Begg的分析用于确定是否存在发表偏倚。
结果：共纳入29项随机对照试验，包括3502名学生。结果表明，新兴的教育方法对取得较高的成绩有显著的正向影响（SMD=0.48，95%CI=0.34-0.62，P<.001）。无论是理论分数（SMD=0.52，95%CI=0.32-0.72，P<.001）还是技能分数（SMD=0.45，95%CI=0.15-0.76，P<.001）。与LBL相比，PBL(SMD=0.33，95%CI=0.01-0.65，P=.045)和FC(SMD=0.50，95%CI=0.31-0.69，P<.001)均能显著提高学生的学习成绩。
结论：与LBL相比，新兴的教育方法(PBL，基于案例的学习，和FC)显著提高了牙科学生的学习效率。这些新兴的教育方法可以作为常规教学方法加以提倡和推广。
结论：本研究是对新兴教学方法在牙科教育中的作用的首次荟萃分析，表明新兴教学方法对学生的发展有很大影响。
