ArticleBMC medical education2025
The impact of preclinical education on operative and restorative skills in dental students: a survey-based evaluation.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
4 authors.
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Abstract
aimIn response to the nationwide measures due to the COVID-19 pandemic, face-to-face preclinical dental education transitioned to a hybrid format. This survey aimed to assess the impact of hybrid education on dental students' transition to clinical practice and to evaluate the efficacy and sustainability of preclinical education delivered in a hybrid model.
methodsThe multi-centered questionnaire survey was e-mailed to students who received preclinical education in dentistry faculties from 2018 to 2020 and subsequently proceeded to clinical education. Students who received preclinical education in face-to-face and hybrid formats were included. The survey examined how preclinical education affects restorative clinical skills and students' perceptions. It compared students with different levels of preclinical education using descriptive statistics and the Mann-Whitney U test for quantitative analysis (p < 0.05).
resultsAnalysis of responses from 341 participants revealed that students who received face-to-face preclinical education exhibited greater confidence in performing restorative procedures than students educated in a hybrid format. Nonetheless, both groups demonstrated a high level of self-assurance.
conclusionThis study highlights the challenges faced by students in hybrid learning and provides strategies to overcome them. With proper adjustments, hybrid learning can become a reliable and flexible component of dental education, maintaining continuity and quality even in challenging circumstances. The study also informs future curriculum planning by emphasizing the importance of preparedness for distance-based learning, flexibility in clinical scheduling, and early identification of gaps in clinical skill development.
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