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Conceptual Learning in Orthodontics: A Systematic Literature Review of Its Implementation and Impact on Clinical
Martin Baxmann1, Márton Zsoldos1, Krisztina Kárpáti1
1Department of Orthodontics and Paediatric Dentistry, Faculty of Dentistry, University of Szeged, Szeged, Hungary.
Background:
Orthodontic education has traditionally relied on didactic instruction and rule-based teaching approaches. Increasing emphasis on clinical reasoning and evidence-based treatment planning has led to the integration of conceptual learning strategies-approaches that emphasize understanding relationships between clinical concepts and applying knowledge to diagnostic reasoning, such as case-based and problem-based learning. However, the extent to which these approaches influence diagnostic reasoning and treatment planning skills has not been comprehensively synthesized.
Objective:
To evaluate how conceptual learning strategies are implemented in orthodontic education and examine their reported effects on clinical decision-making, diagnostic accuracy, treatment planning ability, and related educational outcomes.
Methods:
A systematic review was conducted following PRISMA guidelines and registered in PROSPERO (CRD4201025552). Searches of PubMed/MEDLINE, Scopus, Web of Science, Embase, Cochrane Library, and ERIC were performed through January 15, 2026. Eligible studies evaluated conceptual learning approaches in orthodontic education and reported outcomes related to clinical reasoning, treatment planning, knowledge acquisition, or learner engagement. Two reviewers independently screened studies, extracted data, and assessed risk of bias.
Results:
Twenty-one studies met the inclusion criteria. Interventions included case-based learning, problem-based learning, digital learning platforms, simulation environments, and interactive educational technologies. Across studies, conceptual learning approaches were associated with improvements in diagnostic reasoning, treatment planning ability, knowledge acquisition, and learner engagement, although heterogeneity in study design and outcome measures limited direct comparison.
Conclusions:
Conceptual learning strategies are increasingly used in orthodontic education and may support development of diagnostic reasoning and treatment planning skills. Further rigorous studies are needed to clarify their long-term educational impact.
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