The effect of instructional methods on dental students’ performance in a preclinical endodontic course: A comparative ambispective cohort study

Abstract

AbstractObjectiveThe aim of this ambispective cohort study was to examine the effect of instructional methods on dental students’ performance in a preclinical endodontic course. Two cohorts of undergraduate students were included. The pre‐pandemic (retrospective) cohort, which had been taught via traditional instruction (live lecture and live demonstration), and the pandemic (prospective) cohort group, which had been taught via a blended learning approach (online/video recorded lecture and video demonstration, combined with practical training in the simulation laboratory).MethodsA total of 263 dental students’ competencies and written exam results were reviewed, with 137 students from the traditional and 126 from the blended learning groups. Students’ performances in the competency practical and written exams for both groups were compared. Additionally, a post‐course survey was designed to explore the students’ perceptions of blended learning and was sent to the blended learning cohort.ResultsThere was a statistically significant difference between both groups in students’ weekly practical project scores. The average score for females was significantly higher than that of males. However, their practical competency exam scores were comparable. On the other hand, the written exam scores were significantly higher in the blended than in the traditional group, with females demonstrating significantly higher written exam scores compared to males (p < 0.001).ConclusionBlended learning is an effective teaching method for preclinical endodontic courses. It could be more useful than traditional learning methods for the course's theoretical content. Additionally, the students preferred to continue learning using this model.