Perceptions of Teaching Methods for Preclinical Oral Surgery: A Comparison with Learning Styles

Area of Science:

• Dental Education
• Oral Surgery Training
• Surgical Skills Development

Background:

• The optimal method for teaching dental extraction (exodontia) to students remains undefined.
• Student learning is influenced by individual learning styles and preferences.
• This study investigated active learning's effectiveness in preclinical oral surgery, considering personality types and learning styles.

Discussion:

• Active learning strategies, particularly demonstration and limited clinical exposure, provide students with personal validation.
• Frequent constructive feedback is crucial for developing cognitive, psychomotor, and interpersonal skills in preclinical oral surgery.
• Cooperative learning in small groups, combined with these methods, appears most effective.

Key Insights:

• Demonstration and minimal clinical exposure are vital for student validation in exodontia training.
• Personalized feedback significantly boosts the development of essential surgical skills.
• Integrating personality assessments with learning style analysis can refine educational strategies.

Outlook:

• Further research should explore tailoring active learning methods to diverse student learning styles and personality types.
• Developing standardized curricula for preclinical oral surgery that incorporate these findings is recommended.
• Long-term studies can assess the impact of these teaching methods on clinical practice and patient outcomes.