Effectiveness of Innovative Teaching Methods Versus Traditional Lectures in Dental Education: A Systematic Review and...

Innovative pedagogical approaches such as flipped classrooms, problem-based learning, simulation, and blended digital approaches are increasingly integrated into dental curricula worldwide, yet their comparative effectiveness over traditional lecture-based instruction remains unclear. This systematic review and meta-analysis sought to assess the effects of innovative pedagogical frameworks on the knowledge, competencies, and satisfaction levels of students within the realm of dental education.

An extensive search of PubMed, Web of Science, Scopus, and the Cochrane Library was performed for research articles published from January 2000 to August 2025, adhering to the PRISMA 2020 guidelines. Eligible randomized controlled, quasi-experimental, and cross-sectional studies comparing innovative and lecture-based instruction were screened and appraised using RoB 2, ROBINS-I, and JBI tools.

Among the 61 studies included in this analysis, 31 fulfilled the criteria for quantitative synthesis, representing a total of 8742 students from 23 nations, while the remaining 30 studies were synthesized narratively. Pooled analysis of student performance outcomes (knowledge and clinical skill scores) using a random-effects model (inverse-variance method) demonstrated a significant moderate effect favoring innovative approaches (standardized mean difference = 0.42; 95% CI 0.27-0.57; p < 0.001) with substantial heterogeneity (I² = 83%). Simulation-based, flipped-classroom, and blended formats showed the largest performance gains and were generally associated with higher student satisfaction and engagement, whereas digital learning was perceived as more flexible but required adequate technical support.

Within the limitations of available data, innovative teaching strategies moderately improve dental students' performance and satisfaction compared with traditional lectures.