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Description

Title: Enhancing Learning in Restorative Dentistry and Endodontics: A Systematic Review of Blended Educational Methods Running Title: Blended Learning in Dental Education


Abstract


Background: The integration of e-learning into dental education has accelerated, driven by technological advancements and the need for adaptive teaching methods post-pandemic. Blended learning, which combines traditional face-to-face instruction with online components, offers a promising approach in dental curricula.


Objective: This systematic review examines the impact of blended learning on theoretical knowledge retention and clinical skills development in restorative dentistry and endodontics among undergraduate dental students.


Methods: A comprehensive literature search was conducted across Scopus, PubMed, Web of Science, and Google Scholar databases up to December 2022. Clinical studies, including randomized controlled trials, cohort studies, and observational studies involving undergraduate dental students, were considered. Two authors independently screened articles, performed quality assessments, and evaluated the risk of bias using the Risk of Bias 2 and ROBINS-I tools. Discrepancies were resolved by a third reviewer.


Results: From 32 identified articles, six studies met the inclusion criteria, encompassing three randomized controlled trials with a total of 448 participants. Five studies demonstrated that blended learning methods significantly improved theoretical knowledge retention and practical clinical skills. Risk of bias was low in most studies, with two studies rated as having some concerns and one study showing moderate risk. Overall, the evidence quality was assessed as low.


Conclusion: Blended learning effectively enhances dental education outcomes, complementing traditional methods. While it cannot entirely replace conventional teaching, it enriches the learning experience by enabling flexibility and personalized pacing.


Clinical Implications: The adoption of blended learning in dental education facilitates a dynamic and student-centered approach. By integrating online lectures, demonstrations, and interactive content, it empowers students to revisit and reinforce learning materials at their own pace, fostering deeper engagement and skill acquisition.

Disciplines

Endodontics and Endodontology

Document Type

Poster

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Enhancing Learning in Restorative Dentistry and Endodontics: A Systematic Review of Blended Educational Methods Running Title: Blended Learning in Dental Education

Title: Enhancing Learning in Restorative Dentistry and Endodontics: A Systematic Review of Blended Educational Methods Running Title: Blended Learning in Dental Education


Abstract


Background: The integration of e-learning into dental education has accelerated, driven by technological advancements and the need for adaptive teaching methods post-pandemic. Blended learning, which combines traditional face-to-face instruction with online components, offers a promising approach in dental curricula.


Objective: This systematic review examines the impact of blended learning on theoretical knowledge retention and clinical skills development in restorative dentistry and endodontics among undergraduate dental students.


Methods: A comprehensive literature search was conducted across Scopus, PubMed, Web of Science, and Google Scholar databases up to December 2022. Clinical studies, including randomized controlled trials, cohort studies, and observational studies involving undergraduate dental students, were considered. Two authors independently screened articles, performed quality assessments, and evaluated the risk of bias using the Risk of Bias 2 and ROBINS-I tools. Discrepancies were resolved by a third reviewer.


Results: From 32 identified articles, six studies met the inclusion criteria, encompassing three randomized controlled trials with a total of 448 participants. Five studies demonstrated that blended learning methods significantly improved theoretical knowledge retention and practical clinical skills. Risk of bias was low in most studies, with two studies rated as having some concerns and one study showing moderate risk. Overall, the evidence quality was assessed as low.


Conclusion: Blended learning effectively enhances dental education outcomes, complementing traditional methods. While it cannot entirely replace conventional teaching, it enriches the learning experience by enabling flexibility and personalized pacing.


Clinical Implications: The adoption of blended learning in dental education facilitates a dynamic and student-centered approach. By integrating online lectures, demonstrations, and interactive content, it empowers students to revisit and reinforce learning materials at their own pace, fostering deeper engagement and skill acquisition.