Evaluating Case-Based Learning to Enhance Dental Student Performance in Cavity Preparation: A Pilot Study

Area of Science:

• Dental Education
• Operative Dentistry
• Active Learning Strategies

Background:

• Undergraduate dental students struggle to translate theoretical knowledge into clinical competency for cavity preparation.
• This theory-practice gap can lead to reduced confidence, increased stress, and clinical errors.
• Case-based learning (CBL) is an active learning method with potential to improve clinical skills in healthcare.

Purpose of the Study:

• To explore the effectiveness of case-based learning (CBL) in enhancing undergraduate dental students' confidence in cavity preparation.
• To assess CBL's potential in bridging the theory-practice gap in operative dentistry.

Main Methods:

• A pilot study with 30 second-year dental students using a pre- and post-intervention design.
• Participants completed confidence surveys before CBL, after CBL, and after their first clinical cavity preparation.
• CBL involved interactive case discussions and hands-on laboratory exercises simulating real-world dental procedures.

Main Results:

• Case-based learning (CBL) significantly increased students' confidence in modifying cavity preparations and understanding caries removal (p < 0.05).
• Confidence in modifying cavity preparations rose from 2.91 pre-CBL to 5.52 post-clinic.
• Confidence in performing cavity preparations without faculty guidance showed a modest increase from 2.67 to 3.64.

Conclusions:

• Incorporating case-based learning (CBL) into dental curricula can significantly improve students' confidence in cavity preparation.
• CBL shows promise in bridging the theory-practice gap, better preparing students for clinical dental practice.
• Further research is needed to evaluate the long-term impact and optimal implementation of CBL in dental education.