ReviewJournal of Indian Society of Periodontology
Periodontology in the classroom: A scoping review of educational strategies and outcomes in dental education.
Review in Journal of Indian Society of Periodontology. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
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Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background and Objectives: Periodontology is a crucial component of dental education, focusing on the supporting structures of teeth and the prevention, diagnosis, and treatment of periodontal diseases. This scoping review aims to explore various educational approaches and outcomes related to periodontology, highlighting their effectiveness and identifying areas for improvement. Materials and Methods: A comprehensive search of the PubMed, Education Resource Information Center, and Scopus databases was conducted using the search terms related to dental education, periodontology, and educational methods. Inclusion criteria included original dental education articles that described periodontology as the subject of interest. Twenty-two studies met the inclusion criteria and were included in this scoping review. Results: The studies used a variety of educational methods to teach periodontology, including lecture-based teaching, problem-based learning, simulation-based education, hands-on training, flipped classrooms, and team-based learning. The results suggest that different educational methods have varying levels of effectiveness in achieving knowledge gain, clinical skills, and student satisfaction. Simulation-based education and hands-on training were found to be more effective in improving clinical skills than lecture-based teaching. Conclusion: This scoping review highlights the importance of innovative educational strategies in periodontology, including active learning and blended learning. The findings suggest that a variety of educational methods can be effective in teaching periodontology and that the choice of method depends on the specific learning objectives and outcomes desired. The results of this review can inform the development of effective educational programs in periodontology and highlight the need for further research in this area.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.