Influence of the incorporation of small‐group practical seminars to a traditional lecture for the understanding of root canal morphology classification systems

Abstract

AbstractIntroductionThis study aimed to assess if the incorporation of small‐group practical seminars into a traditional lecture format improved the understanding and learning of the root canal classification systems in undergraduate students.Materials and MethodsA small‐group practical seminar was designed for 3rd year undergraduate students. The seminar consisted of the analysis of a guided summary of root canal morphology classifications, a participative discussion of several cases and drawing exercises of several internal anatomies based on the different classifications in templates presenting the external anatomy of different dental groups. Students were inquired about their perspectives on the different classifications and the learning strategies with an anonymous questionnaire. The knowledge acquired was assessed in an exam. The scores obtained were compared using the Mann–Whitney U‐test with those obtained in the cohort of the previous year in which only the traditional lecture was delivered.ResultsStudents' scores (mean = 7.7; SD = 2.5) were significantly higher (p = .006) than those from the previous cohort (mean = 6.9; SD = 2.3). Most students agreed that Ahmed's classification system was the most complete (98.8%) and intuitive (84%), but also the most difficult to understand (67%). All the students believed that the learning activity helped them understand the new classification system.ConclusionThe incorporation of small‐group practical seminars into traditional lecture improved the understanding and learning of root canal configurations in undergraduate students. Students rated the classification system suggested by Ahmed et al. as the most complete and intuitive out of the three systems, but also the most difficult to learn.