Assessment of Preclinical Learning on Oral Surgery Using Three Instructional Strategies

Abstract

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.

Comparison of different teaching methods for tooth extraction

“…Among all the questions Q3 and Q4 were the least well answered questions in both Groups for both extraction models. It seems that it is important to utilize interactive teaching strategies as reported previously by other studies [9,14,15]. However, results also indicate that students in Group 2 have answered Q3 significantly better than Group 1 (p<0.05) (Table 4b), supporting the importance of interactive teaching methods.…”

Student perceptions of exodontia competency assessment in a UK dental school

“…Use of a cyclic process of visual observation, whereby a student observes the correct use of elevators in a clinical situation, as used by a more senior member of staff, followed by the student simulating the elevation technique for themselves is considered advantageous in assisting the assimilation of clinical skills . Similarly, a process of active learning, in which students engage in case‐based tutorials and are provided with the theoretical basis for a procedure prior to attempting the practical aspect themselves, is an effective method of developing surgical motor skills and aiding the retention of knowledge …”

“…The GDC and the Association for Dental Education in Europe (ADEE) prescribe learning objectives that undergraduate students are required to satisfy, including the demonstration of competence within certain key fields . The fulfilment of competence cannot be achieved immediately; instead, it is accomplished in phases: novice, beginner, competent and forms part of a continuum where responsibility is transferred from the teacher to the learner . Clinical competence encompasses attributes such as clinical skill, professional values, knowledge and understanding …”

Perceptions of D.M.D. student readiness for basic science courses in the United States: Can online review modules help?

“…Therefore, rather than completely replacing didactic lectures with online learning, it may be useful to dedicate in‐class time to active learning strategies. There is significant research that supports this ‘flipped classroom’ teaching approach from both students and faculty . The present study occurred concurrently with a study analysing the implementation of active learning in the dental school physiology curriculum.…”