Self-Paced Versus Instructor-Paced Preclinical Training in Operative Dentistry: A Case Study

Area of Science:

• Dental Education
• Medical Pedagogy
• Curriculum Development

Background:

• Traditional preclinical operative dentistry courses utilize a lockstep format of live lectures and laboratory exercises.
• The integration of technology in dental education necessitates evaluating innovative teaching methodologies.

Purpose of the Study:

• To assess the impact of a self-paced, online operative dentistry course on student perceptions and performance.
• To compare the performance outcomes of students in an experimental self-paced course with those in traditional curricula.

Main Methods:

• A self-paced operative dentistry course with online narrated slide lectures was implemented in 2013.
• Student performance was evaluated through exams and practical assessments, comparing the experimental year (2013) with traditional years (2011-2012, 2014-2015).
• Student perceptions were gathered via an end-of-course survey.

Main Results:

• No significant differences in overall student performance were found between the self-paced and traditional operative dentistry courses.
• Bench instructors reported that students in the self-paced course appeared less prepared for laboratory sessions.
• While 48% of students preferred online lectures, only 22% consistently viewed materials before lab sessions.

Conclusions:

• Self-paced learning in preclinical operative dentistry may not yield significant performance differences but can impact laboratory preparedness.
• The findings suggest a need for careful course design and student engagement strategies in self-paced dental education models.
• Further research is warranted to optimize self-paced learning environments to ensure comprehensive skill development in operative dentistry.