ArticleBMC medical education2026
Long-term impact of anesthesiologist-led active learning on dental students' clinical autonomy in medical risk management and patient safety: a 12-month prospective cohort study.
Article in BMC medical education, 2026. 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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Abstract
objectiveTo compare 12-month outcomes in knowledge retention, self-efficacy, and autonomous clinical practice between dental students trained through anesthesiologist-led experiential and simulation-based learning and those receiving traditional theory-based instruction in medical risk management (including medical history-taking, vital signs monitoring, and safe local anesthetic use).
methodsA cohort of 192 fourth-year dental students from two consecutive academic years participated. Group T (n = 100) received conventional lecture-based instruction, while Group AL (n = 92) underwent specialist-led active learning with real patient encounters and peer role-play simulations. Twelve months post-training, students' theoretical knowledge, self-reported independent clinical practice, and confidence in managing high-risk patients autonomously were evaluated using a structured assessment tool. Statistical analyses included Mann-Whitney U and Chi-square tests, with p < 0.05 considered significant.
resultsStudents in the anesthesiologist-led active learning group demonstrated significantly higher retention of theoretical knowledge regarding medical history-taking, vital signs monitoring, and patient-specific maximum safe local anesthesia dosing. They also reported greater autonomous clinical practice during their fifth-year training (vital monitoring: 46.7% vs. 3%, r = 0.512; maximum safe local anesthetic dose calculation: 82.6% vs. 44%, r = 0.744) and higher confidence in independently managing high-risk patients (46.7% vs. 6%, r = 0.467; all p < 0.0001) compared with the theory-based group.
conclusionsAnesthesiologist-led experiential and simulation-based active learning was associated with improved 12-month knowledge retention, self-efficacy, and autonomous clinical performance in dental students. These findings support the potential educational value of interdisciplinary, specialist-led active learning approaches in promoting patient safety and clinical preparedness in dental education.
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