The Learning Outcomes of Smoking Cessation Education and Training for Dental Students: A Systematic Review

The aim of this systematic review was to assess the effectiveness of smoking cessation education and training on the learning outcomes of dental students.

A thorough literature search was conducted using the PubMed, Web of Science, EMBASE, SCOPUS, Cochrane Library, CINAHL, and APA PsycINFO databases, covering publications up to March 2025. The inclusion criteria comprised all randomized controlled trials and quasi-experimental studies, with the assessment of methodological quality performed using the Medical Education Research Study Quality Instrument.

The initial search identified 922 articles, from which 9 moderate-quality studies were ultimately included, comprising 3 randomized controlled trials and 6 quasi-experimental studies, involving a total of 498 dental students. The instructional methods employed encompassed lectures, collaborative learning, and blended learning approaches. Notably, all studies exhibiting large effect sizes utilized either collaborative or blended teaching strategies. Five studies demonstrated statistically significant enhancements in students' knowledge regarding smoking cessation (P < .05), with 3 studies reporting large effect sizes (Cohen's d: 1.41-2.80). Four studies revealed that training significantly improved dental students' attitudes and motivation towards tobacco cessation (P < .05), with 2 studies indicating large effect sizes (Cohen's d: 0.94-2.00). Five studies showed significant advancements in students' skills related to tobacco cessation counselling (TCC) behaviours, with 3 studies showing large effect sizes (Cohen's d: 0.95-2.50). Three studies indicated a significant increase in students' self-efficacy post-training, all of which demonstrated large effect sizes (Cohen's d: 1.41-2.00).

Overall, smoking cessation training was determined to be positively effective in achieving the learning outcomes of undergraduate dental students. To optimize outcomes within time and resource limits, appropriate teaching methods are essential. Collaborative and blended learning strategies can boost classroom interaction and improve essential learning outcomes. However, further experimental research is necessary to ascertain the long-term effects of such training.