Comparison between conventional teaching and blended learning in preclinical fixed prosthodontic training: A...

Area of Science:

• Dental Education
• Prosthodontics
• Educational Technology

Background:

• Blended learning, combining technology with reduced face-to-face interaction, fosters student-centered environments.
• Limited research exists on blended learning's impact in fixed prosthodontics preclinical training.
• This study addresses the need to compare blended learning with conventional teaching in this area.

Purpose of the Study:

• To compare dental student performance in fixed prosthodontic preclinical projects using blended learning versus conventional teaching.
• To evaluate the effectiveness of blended learning for both easy and difficult preclinical tasks.
• To assess the influence of learning preferences on performance in different teaching modalities.

Main Methods:

• A cross-sectional study involving 72 dental students randomly assigned to blended learning or conventional teaching groups.
• Assessment of learning preferences using the Visual-Aural-Read/Write-Kinesthetic (VARK) questionnaire.
• Comparison of student performance on easy and difficult preclinical fixed prosthodontic projects before and after the intervention.

Main Results:

• No significant differences in baseline skills or learning preferences (VARK) between the groups.
• Both blended learning and conventional teaching yielded comparable student performance for both easy and difficult projects.
• Within the blended learning group, project difficulty did not significantly impact performance.

Conclusions:

• Blended learning and conventional teaching approaches result in equivalent student outcomes in preclinical fixed prosthodontics.
• Blended learning is a promising educational model for fixed prosthodontics, particularly given current trends favoring reduced in-person contact.
• The findings support the integration of blended learning as a future standard in dental preclinical education.