Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction

Area of Science:

• Dental Education
• Biomedical Informatics
• Educational Technology

Background:

• Computer-assisted learning (CAL) offers potential for enhancing educational outcomes but is underreported for competency-based removable partial denture (RPD) design.
• Limited studies evaluate CAL's effectiveness in RPD design education.

Purpose of the Study:

• Compare learning methods for 3D software-aided RPD design.
• Evaluate learning outcomes after active learning.
• Assess student satisfaction with CAL in RPD design.

Main Methods:

• Forty dental students were divided into four groups: lecture-based learning (LBL), case-based learning (CBL), combined LBL/CBL, and control.
• Students used the CMU-3D RPD Design program for 28 days.
• Learning outcomes assessed pre-experiment, post-software use, and post-active learning.

Main Results:

• The combined LBL/CBL group showed significant test score improvements (p < 0.05) in comprehension, application, and analysis.
• Active learning enhanced outcomes most in groups with prior LBL.
• All groups reported over 90% satisfaction with the software and active learning.

Conclusions:

• CAL combined with active learning strategies enhances learning outcomes and satisfaction in RPD design.
• A blended LBL and CBL approach using CAL is effective for RPD design competency.
• Foundational LBL strengthens the impact of active learning strategies in CAL environments.