Enhancement of Motor Skill Development in Dental Education Through an Art-Based Course, Including the COVID-19 Period

Modern higher education requires a redefinition of pedagogical objectives to meet the evolving cognitive and perceptual demands of contemporary students. One such emerging objective is the cultivation of visual perceptions. Generational differences suggest that current students possess distinct cognitive profiles and learning preferences compared to previous cohorts. These differences necessitate updated educational strategies that address the unique ways newer generations process and engage with information.

This longitudinal comparative study involved a 12-week developmental course, designed and led by a single art educator and implemented with dental student volunteers. The course integrated one phase focused on drawing and two phases involving wax carving, all structured around a self-assessment framework to encourage reflective practice. To evaluate changes in motor performance, the Purdue Pegboard Test was administered at two intervals: prior to and following the course.

Participants demonstrated statistically significant improvements in motor performance across all academic levels. Notably, students who experienced educational disruption due to the COVID-19 pandemic exhibited greater gains, despite the lack of skill development traditionally expected within the dental curriculum. These findings suggest that the course provided compensatory cognitive and motor training during a period of limited practical instruction.

The developmental course was associated with improvements in motor coordination and visual perception among student participants. The observed improvements, particularly in the context of pandemic-related educational challenges, underscore the value of integrating manual dexterity training into university curricula. This approach may address both generational learning differences and gaps in skill acquisition resulting from disrupted educational pathways.