Enhancing Tooth Reduction Skill in Fixed Prosthodontics Using Case-Based Learning Among Dental Students: A Quasi-Experimental Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 60
- 试验地点
- 1
- 主要终点
- Theoretical knowledge examination score
研究概览
简要总结
This study aimed to evaluate the effectiveness of CBL compared to traditional lecture-demonstration methods in enhancing the foundational knowledge and practical tooth reduction skills of dental students in fixed prosthodontics. Participants were assigned to an experimental group (n=30) receiving four weekly 90-minute CBL sessions and a control group (n=30) receiving traditional lectures and clinical demonstrations
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
盲法说明
This was an open-label educational study with no masking.
入排标准
- 年龄范围
- — 至 24 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Undergraduate preclinical dental students enrolled in the fixed prosthodontics course.
- •Students who agreed to participate and provided informed consent.
排除标准
- •Students who had previously received formal training in case-based learning (CBL) methodology.
- •Students with more than 25% absence rate in regular prosthodontics classes.
- •Students who had previously failed the fixed prosthodontics course.
- •Individuals with physical limitations that might affect their performance in practical assessments.
研究组 & 干预措施
Conventional teaching group
Participants received conventional teaching methods as part of the standard fixed prosthodontics curriculum.
干预措施: Conventional Teaching (Behavioral)
Case-Based Learning (CBL) group
Participants received a case-based learning (CBL) educational intervention in fixed prosthodontics.
干预措施: Case-Based Learning (CBL) (Behavioral)
结局指标
主要结局
Theoretical knowledge examination score
时间窗: At the end of the educational intervention (up to 4 weeks)
Students' theoretical knowledge in teeth preparation in fixed prsothdontics was assessed using scores obtained from a structured written theoretical examination (score range: 0-10), where higher scores indicate better theoretical knowledge. The examination was conducted as part of the course assessment.
次要结局
未报告次要终点
研究者
Dr. Moaz Mohamed
Principal Investigator
Tanta University