ArticleJournal of dental education2026
Impact of Theoretical Comprehension on Periodontal Instrumentation Skills Development.
Article in Journal of dental education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
2 citing papers in PubMed.
- Reasoning behind discrepancies in periodontal diagnosis and classification: A mixed-methods analysis.Journal of periodontology · 2026Observational
- Impact of Theoretical Comprehension on Periodontal Instrumentation Skills Development.Journal of dental education · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThe study aimed to investigate the impact of theoretical comprehension in periodontics on clinical instrumentation skills development through a longitudinal assessment.
methodsClasses of 2023 (n1 = 126) and 2024 (n2 = 128) were included. Both classes took the same case-based examination (CBE) in the second year and similar CBEs in the third and fourth years. The two classes undertook the same instrumentation skill tests during the second and fourth years. Two-way repeated measures ANOVA, correlation tests, and linear regression analyses (LRA) were conducted with a significance level of α = 0.05.
resultsThe class of 2024 exhibited significantly lower performances on all three CBEs (p = 0.0002) than the class of 2023. Nonetheless, instrumentation skills development between the two classes did not differ based on the scores in the skill tests (p = 0.53), with identical clinical experience reflected as clinic points. A positive correlation between the clinic points and the fourth-year scaling competency examination scores and no correlation between the clinic points and the fourth-year CBE scores were observed. There were no correlations between the fourth-year CBE and fourth-year scaling competency examination scores based on R
conclusionThe outcomes of the didactic assessments were not predictive of performance in periodontal instrumentation. The lack of correlation between didactic and skill test scores suggests that cognitive understanding and manual skills are distinct domains, each requiring targeted instructional strategies and assessment methods.
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Registered trials
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