ArticleJournal of education and health promotion2024
Effectiveness of error-based active learning compared to conventional lecture-based method among undergraduate dental students: A randomized controlled trial.
Article in Journal of education and health promotion, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- Evaluation of 6-Month Knowledge Retention and Satisfaction After Pedagogical Escape Games in Dentistry.Journal of dental education · 2026Article
- Defect-based scenario simulation teaching in the specialized skills training of nurse anesthetists: a before-after within-subject design.BMC medical education · 2026Article
- Scoping Review on Active Teaching and Learning Methodologies in Dentistry.European journal of dental education : official journal of the Association for Dental Education in Europe · 2026Article
- Comparison of the effectiveness of case-based and lecture-based learning strategies on the moral knowledge of the nursing staff.Journal of education and health promotion · 2026Article
Corrections and comments
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Authors and funding
8 authors.
Funding
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Abstract
introductionDental education assumes an indispensable role in adequately equipping students for a successful career in dentistry. Error-based active learning, an innovative approach in dental education, is a combination of mistake-driven learning (MDL) and case-based learning (CBL) to provide a transformative learning atmosphere for students. While active learning has gained popularity in dental education, the effectiveness of error-based active learning remains unexplored. This study aims to evaluate the effectiveness of error-based active learning among final-year dental undergraduate students in comparison with the conventional lecture-based approach. MATERIALS AND
methodsA parallel-arm single-blind randomized controlled trial was conducted in a dental institute in India from November 2022 to December 2022. A total of 74 students were randomly allocated to two groups: Group A (
resultsError-based active learning group outperformed the lecture-based group significantly in the post-intervention test (20.92 ± 1.42 vs 16.97 ± 3.06), with better knowledge retention (18.30 ± 2.02 vs 14.05 ± 4.26) and positive feedback from the students.
conclusionsThe error-based active learning approach proved superior to the conventional lecture-based method in enhancing and retaining knowledge regarding ART.
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Registered trials
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