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Effectiveness of error-based active learning compared to conventional lecture-based method among undergraduate dental
Anu Sara Varghese1, Roopali M Sankeshwari1, Anil V Ankola1
1Department of Public Health Dentistry, KLE Vishwanath Katti Institute of Dental Sciences, KLE Academy of Higher Education and Research, Belagavi, Karnataka, India.
Journal of Education and Health Promotion
|September 23, 2024
Summary
Error-based active learning significantly improved dental students' knowledge and retention of Atraumatic Restorative Treatment (ART) compared to traditional lectures. This innovative teaching method offers a superior learning experience for dental undergraduates.
Area of Science:
- Dental Education
- Medical Pedagogy
- Active Learning Strategies
Background:
- Dental education is crucial for career success.
- Error-based active learning (EAL), combining mistake-driven learning (MDL) and case-based learning (CBL), offers a novel approach.
- The effectiveness of EAL in dental education is not yet established.
Purpose of the Study:
- To evaluate the effectiveness of EAL in final-year dental undergraduates.
- To compare EAL with the conventional lecture-based learning (LBL) approach.
Main Methods:
- A single-blind randomized controlled trial with 74 dental students in India.
- Two groups: EAL (n=37) and LBL (n=37) on Atraumatic Restorative Treatment (ART).
- Knowledge assessed at baseline, post-intervention, and 4 weeks later using a validated questionnaire.
Main Results:
- The EAL group showed significantly higher scores post-intervention (20.92 ± 1.42 vs 16.97 ± 3.06).
- EAL demonstrated superior knowledge retention after 4 weeks (18.30 ± 2.02 vs 14.05 ± 4.26).
- Students in the EAL group provided positive feedback on the teaching method.
Conclusions:
- Error-based active learning is more effective than lecture-based learning for enhancing and retaining knowledge in dental students.
- EAL provides a superior educational experience for learning dental procedures like ART.
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