Medical Education
Conditions
Brief summary
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
Interventions
BEHAVIORALCase-Based Learning (CBL)
A structured case-based learning approach was used to support active learning, clinical reasoning, and application of theoretical knowledge during fixed prosthodontics teaching sessions.
BEHAVIORALConventional Teaching
Traditional lecture-based teaching delivered as part of the standard fixed prosthodontics curriculum.
Sponsors
Dr. Moaz Mohamed
Tanta University
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Masking description
This was an open-label educational study with no masking.
Intervention model description
Participants were assigned to either an educational intervention group or a control group receiving conventional teaching.
Eligibility
Sex/Gender
ALL
Age
No minimum to 24 Years
Healthy volunteers
No
Inclusion criteria
* Undergraduate preclinical dental students enrolled in the fixed prosthodontics course. * Students who agreed to participate and provided informed consent.
Exclusion criteria
* 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.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Theoretical knowledge examination score | 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. |
Countries
Egypt
Contacts
PRINCIPAL_INVESTIGATORmoaz MO osama ahmed, PHD
Faculty of Dentistry, Tanta University
Outcome results
None listed