The purpose of this investigation was to evaluate three learning methods for teaching basic oral surgical skills. Thirty predoctoral dental students without any surgical knowledge or previous surgical experience were divided into three groups (n=10 each) according to instructional strategy: Group 1, active learning; Group 2, text reading only; and Group 3, text reading and video demonstration. After instruction, the apprentices were allowed to practice incision, dissection, and suture maneuvers in a bench learning model. During the students' performance, a structured practice evaluation test to account for correct or incorrect maneuvers was applied by trained observers. Evaluation tests were repeated after thirty and sixty days. Data from resulting scores between groups and periods were considered for statistical analysis (ANOVA and Tukey-Kramer) with a signiicant level of a=0.05. Results showed that the active learning group presented the signiicantly best learning outcomes related to immediate assimilation of surgical procedures compared to other groups. All groups' results were similar after sixty days of the irst practice. Assessment tests were fundamental to evaluate teaching strategies and allowed theoretical and proiciency learning feedbacks. Repetition and interactive practice promoted retention of knowledge on basic oral surgical skills.

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