[Application of pathological feature clustering in oral pathology teaching].

To propose a new student-guided teaching method, in which students carried out the clustering of different diseases with the same pathological characteristics, and differentiated diagnosis of these diseases. This method was named pathological feature clustering (PFC). Seventy-seven undergraduates of School of Stomatology, Wuhan University were enrolled. Stratified random sampling method was adopted to divide the students into 4 groups with 18-20 students in each group. Each group of students selected a disease from the following four topics as the theme and summarize the histological characteristics of the disease: ①oral mucosal disease;②odontogenic tumors and tumor-like lesions, oral and maxillofacial cysts; ③salivary gland diseases;④epithelial-derived tumors and tumor-like lesions (referred to as topics 1, 2, 3, and 4, respectively). When discussing a specific type of disease, the group which select the topic was the summary group (SG), and the other groups were the non-summary group (NSG). After summarizing, students shared the summary results through PPTs, and teachers made comments and supplements. The teaching effect was evaluated by comparing the results of the pre-class test and the final examination. Students' acceptance of PFC teaching method was evaluated through a questionnaire, which included 8 objective questions and 1 subjective question. Likert-scale was used to design the questionnaire, with 1 to 5 points for each question. Students rated each question according to their own situation. Differences among groups were compared by Mann-Whitney 本研究提出一种以学生为主导的新教学方法，即病理学特征聚类分析（pathological feature clustering，PFC）法，学生将具有相同病理特征的不同疾病进行聚类，并对这些疾病进行鉴别诊断。纳入武汉大学口腔医学院2018级77名本科生，采用分层随机抽样方法将学生分为4组，每组18~20名同学。每组学生将从以下4个主题中选择一类疾病作为主题并总结疾病的组织学特征：①口腔黏膜疾病；②牙源性肿瘤及瘤样病变，口腔颌面部囊肿；③唾液腺疾病；④上皮源性肿瘤和瘤样病变（简称为主题1、2、3、4）。在讨论特定类型疾病时，选择该类疾病为主题的小组为总结组（SG组），其他组为非总结组（NSG组）。各组学生通过相同的病理特征对疾病进行总结后，通过幻灯片分享展示总结结果，并由教师进行点评和补充。通过比较课前测试成绩和期末考试成绩评价教学效果。通过调查问卷评估学生对PFC教学方法的接受度（≥3分表示满意），问卷包括8个客观问题和1个主观问题，问卷采用李克特量表（Likert-scale）设计，每个问题1~5分，学生根据自身情况对每个问题打分。各组间的差异采用Mann-Whitney