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CC BY 4.0 · Eur J Dent
DOI: 10.1055/s-0045-1808256
Original Article

Active Learning Strategies for Improving Dental Students' Skills in Preclinical Restorative Dentistry

Syed Zubairuddin Ahmed
1   Department of Restorative Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Ar Rākah, Saudi Arabia
,
Philline M. Deraney
2   Department of Curriculum and Instruction, College of Education, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
,
Shazia Ahmad Sadaf
3   Department of Dental Education, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
,
Intisar Ahmad Siddiqui
3   Department of Dental Education, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
,
Marwa Madi
4   Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
,
Jehan AlHumaid
4   Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Abstract

Objective

Practical assessment in dental education is crucial for developing clinical competencies. This study investigated the effectiveness of action research (AR) and active learning strategies in improving student achievement in a preclinical restorative dentistry course among 58 third-year dental students.

Materials and Methods

The intervention focused on teaching composite cavity preparation techniques through student engagement and participation. Using a mixed-methods approach, data were collected over 10 weeks through observations, surveys, poster presentations, performance evaluations, and peer assessments. Data analysis employed SPSS-20.0 for quantitative measures, including one-sample t-tests with a mean value of 3.6 as the cutoff point on the Likert scale for high-quality ratings (Ho: μ = 3.6, p ≤ 0.05).

Results

The surveys demonstrated high internal reliability (Cronbach's alpha = 0.91). Students reported the highest satisfaction with topic relevance (90%) and showed significant improvement in learning outcomes through poster presentations and peer assessments (p < 0.05). However, activity organization (p = 0.526), clinical practice impact (p = 0.072), and cross-course applicability (p = 0.671) were nonsignificant. Pre- and post-test data were analyzed both statistically and descriptively to evaluate learning outcomes.

Conclusion

These findings suggest that implementing AR and active learning strategies can enhance student learning and achievement in preclinical dental education, though further research is needed to optimize organizational aspects and clinical practice.

Keywords

action research - active learning - assessment methods - dental education - flipped classroom - mixed methods - peer assessment - poster presentation - surveys

Data Availability Statement

The data that support the findings of this study are attached to the manuscript, as a part of the manuscript, as well as in the form of supplementary files.


Ethical Approval

This study was performed in conformity with all the rules and regulations set forth by the regional human subjects' oversight committee and the IAU-Ethical committee. The protocol is the authorization code for this investigation: #IRB-2023–02–216.




Publikationsverlauf

Artikel online veröffentlicht:
07. Mai 2025

© 2025. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution License, permitting unrestricted use, distribution, and reproduction so long as the original work is properly cited. (https://creativecommons.org/licenses/by/4.0/)

Thieme Medical and Scientific Publishers Pvt. Ltd.
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