COMPLEX INTERDISCIPLINARY CASES AS A TOOL FOR FORMING CLINICAL THINKING IN DENTAL STUDENTS

Abstract

Problem statement. Modern dental education requires integrative tools that combine anatomical, radiological, and clinical knowledge to foster the development of clinical reasoning among dental students. Analysis of research. Contemporary pedagogical models (Albanese M.S., Dolmans D.H.J.M., Harden R.M.) and morphometric/ CBCT-based anatomical studies (Yakymenko R.O., Vovk O.Yu., Onashko Yu.M. et al.) highlight the importance of interdisciplinary and evidence-based educational approaches. Purpose. To substantiate the effectiveness of comprehensive interdisciplinary clinical cases in dental training and determine the role of morphological, morphometric, and CBCT-derived anatomical variability data in designing realistic educational scenarios. Materials and methods. Analysis of pedagogical frameworks supporting clinical reasoning; review of morphometric and CBCT-based anatomical variability studies; assessment of interdisciplinary case-based learning; application of digital tools including CBCT imaging, morphometric analysis, and 3D modeling. Results. Anatomical variability, confirmed through morphometric and CBCT data, was shown to significantly enhance the accuracy and clinical relevance of educational case scenarios. Interdisciplinary clinical cases improve analytical skills, clinical reasoning, and evidence-based decision-making. Their importance is particularly notable under limited clinical access and wartime constraints. Conclusions. Interdisciplinary clinical cases constitute an effective method for developing clinical reasoning in dental students. Integration of morphological, morphometric, and CBCT-based data ensures high realism of educational models, while digital technologies further expand the educational potential.