Enhancing Tooth Reduction Skill in Fixed Prosthodontics Using Case-Based Learning Among Dental Students

Dr. Moaz Mohamed60 enrolled

Overview

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

Study Type

INTERVENTIONAL

Allocation

NON_RANDOMIZED

Purpose

OTHER

Masking

NONE

Enrollment

Conditions

Medical Education

Interventions

Case-Based Learning (CBL)BEHAVIORAL

A structured case-based learning approach was used to support active learning, clinical reasoning, and application of theoretical knowledge during fixed prosthodontics teaching sessions.

Conventional TeachingBEHAVIORAL

Traditional lecture-based teaching delivered as part of the standard fixed prosthodontics curriculum.

Eligibility

Sex: ALLMax age: 24 Years

Medical Language ↔ Plain English

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.

Locations (1)

Moaz EltoRKY

Tanta, Egypt

Outcomes

Primary Outcomes

Theoretical knowledge examination score

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.

Time frame: At the end of the educational intervention (up to 4 weeks)

Data from ClinicalTrials.gov

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