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Using an Analog Multifunctional Model to Develop Cognitive Skills in Dental Implants
Morbeck Dos Santos Leal1, Ilana Dantas Neves2, Atson Carlos de Souza Fernandes1,3
1Dental Implantology Department, Bahiana School of Medicine and Public Health, Salvador, Bahia, Brazil, bahiana.edu.br.
Objective:
To evaluate the effectiveness of the multifunctional analog model (MAM) as a teaching-learning tool for developing cognitive skills in dental implantology among undergraduate students.
Materials And Methods:
This randomized educational trial included 115 students allocated into three groups: group A (theoretical instruction), group B (theoretical instruction plus laboratory practice), and group C (laboratory practice only). Learning was assessed using a five-item objective questionnaire administered before and after the intervention. Students' perceptions were evaluated through two open-ended questions.
Results:
The percentage of correct answers increased from 33.3% (SD 17.4) to 55.4% (SD 26.1) in group A, from 28.2% (SD 20.4) to 76.9% (SD 20.8) in group B, and from 23.8% (SD 18.2) to 77.3% (SD 17.7) in group C. Posttest performance was significantly higher in groups B and C compared with group A (p < 0.05), with no significant difference between groups B and C. Most participants (99.2%) preferred the applied methodology over traditional lectures, with integration of theory and practice identified as the most relevant aspect (31.9%).
Conclusion:
The MAM-based methodology was significantly more effective than theoretical instruction alone in promoting cognitive learning. The integration of theory and practice was the key factor underlying its effectiveness.