Exploring learning experiences and perceived benefits of multidisciplinary case-based learning for knowledge integration and clinical readiness among preclinical dental students

Background Traditional case-based learning lacks opportunities for students to deeply engage within their own disciplines before cross-field collaboration. The Preclinical Multidisciplinary Case-Based Learning (PM-CBL) approach was developed to address this by fostering knowledge integration, collaborative learning, and real-world application. Objectives To explore dental students' experiences and perceived benefits of PM-CBL on clinical readiness and to propose a conceptual model for its effective implementation. Methods A qualitative study used semi-structured interviews with 14 purposively selected participants (five fifth-year students, five sixth-year students, and four recent graduates) at Mahidol International Dental School who had completed PM-CBL activities. Data were analyzed using reflexive thematic analysis involving collaborative coding and interpretation. Results Four main themes were constructed: 1) Learning activities and processes; 2) Concerns in learning design; 3) Educational outcomes; and 4) Clinical application. These findings informed a conceptual model illustrating the interconnections between the themes. Conclusion Participants perceived PM-CBL as effectively preparing them for clinical practice by integrating theoretical and practical knowledge through a multidisciplinary lens. Optimizing the feedback system, case selection, and interactivity can enhance learning experiences. PM-CBL shows promise as an approach that students perceived as equipping them with skills for lifelong learning and professional readiness.