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The 10-year evolution of a dental undergraduate 'Blended Learning' suturing programme
Anna Dargue1,2, Richa Arya3, Tamara Khayatt4,3
1Department of Oral Surgery, Bristol Dental School, Bristol, UK. anna.dargue@bristol.ac.uk.
Introduction:
Undergraduate dental students in the United Kingdom must be competent in intra-oral suturing before graduating. In 2014, a blended learning programme was introduced to enhance suturing teaching.
Methods:
Students first completed an online suturing tutorial. This was designed for them to review at their own pace, promoted self-directed learning and provided a degree of standardisation in theoretical knowledge. Subsequently, students attended a practical session using simulation aids, translating theory into practice and promoting deeper learning. Staff offered guidance in these sessions and students undertook peer evaluation. Mixed methods action research was used iteratively to study student evaluation from the programme over a decade.
Results:
745 undergraduate student responses were evaluated. These influenced adaptations to the programme such as introducing teaching earlier in the undergraduate programme, mounting suturing foam pads into a phantom head, and extending the duration of the session. 2024 results demonstrated 98% of students felt competent to handle the suture needle, and 95% felt prepared to apply these skills on a patient after completing the programme.
Conclusions:
Student evaluation over a decade has driven continuous development of the programme. Our study demonstrates incremental changes have enriched the learning experience and preparedness for clinical practice.
