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Creating an Efficient Learning Model: Students' Perceptions and Outcomes of an Active Learning Fixed Prosthodontics
Jeremy G Godderidge1, Benjamin E Wall2, Sarah A Franklin2
1Jeremy G. Godderidge, DDS, is Assistant Professor, Clinic Manager, and Course Director of Clinical Systems Management, College of Dental Medicine, Roseman University of Health Sciences; Benjamin E. Wall, DDS, is Assistant Professor, Clinic Manager, and Course Director of Fixed Prosthodontics Course, College of Dental Medicine, Roseman University of Health Sciences; and Sarah A. Franklin, BS, is a fourth-year dental student, College of Dental Medicine, Roseman University of Health Sciences. jgodderidge@roseman.edu.
Dental schools can reduce fixed prosthodontics course time by 30% using active learning. This shift maintains student performance on exams and licensure, demonstrating efficient educational models.
Area of Science:
- Dental Education
- Prosthodontics
- Educational Pedagogy
Background:
- Dental education requires extensive learning, prompting a search for more efficient teaching models.
- Traditional lecture formats may not be the most effective use of student or educator time.
Purpose of the Study:
- To evaluate a fixed prosthodontics course curriculum after transitioning from traditional lectures to active learning.
- To assess the impact of active learning on student performance and time efficiency over five years.
Main Methods:
- Retrospective, mono-centered study at a U.S. dental school (2018).
- Collected data from fixed prosthodontics exams, National Board Dental Examination Part II (NBDE II), and Western Regional Examining Board (WREB) licensure exams for 381 students (Classes of 2015-2019).
- Compared two groups: traditional learning (Classes of 2015-2016) versus active learning (Classes of 2017-2019).
Main Results:
- Active learning reduced classroom and simulation clinic time by 30%.
- The active learning model decreased lecture time, course length, and project requirements.
- Student performance on course assessments, practical exams, and standardized national exams (NBDE II, WREB) remained consistent and comparable to the national average.
Conclusions:
- Active learning techniques can significantly reduce contact time in fixed prosthodontics education.
- Maintaining or improving student engagement through active learning is possible without compromising academic or clinical performance.
- This study suggests a viable model for optimizing dental education efficiency.