Effectiveness of Peer-Assisted Learning Versus Faculty-Led Instruction in Teaching Revised FDI Criteria to Dental Students, an Intervention Study

To compare the effectiveness of peer-assisted learning (PAL) and faculty-led instruction in teaching updated FDI restorative evaluation criteria to dental students and to assess the impact of teaching modality.

A total of 49 dental students participated. Training on updated FDI criteria was delivered by a faculty member or peer instructors, with peer sessions conducted in both face-to-face and online formats. Knowledge, self-confidence, stress, and perceived benefit were assessed before and after the intervention. Data were analyzed using paired samples t-test and analysis of covariance (ANCOVA) adjusting for baseline scores (p < 0.05).

Significant improvements were observed in knowledge (p < 0.001), self-confidence (p = 0.016), perceived stress (p = 0.012), and perceived benefit (p = 0.018) among all participants. Both groups showed significant knowledge gains (p < 0.001). Because the faculty-led group started from significantly lower baseline scores, groups were compared using ANCOVA with the baseline score as covariate; after adjustment, no statistically significant between-group difference was found for any outcome (all p > 0.05). Within the peer-assisted groups, knowledge improved significantly in both the online and face-to-face formats (p ≤ 0.002), and no significant differences were observed between formats (p > 0.05).

Both teaching approaches effectively improved learning outcomes. After adjustment for baseline differences, no statistically significant between-group differences were detected in knowledge or self-confidence gains, and a significant reduction in stress was observed in the peer-assisted group. No statistically significant differences were observed between the online and face-to-face delivery formats.