Comparative Analysis of Dental Anatomy Teaching Modalities' Effect on Preclinical Operative Psychomotor Performance

Authors

• Najla Al Turkestani, King Abdulaziz University, Saudi Arabia
• Mallika Ajmani, University of Michigan - Ann Arbor
• Marwa Baraka, University of Michigan - Ann Arbor
• Geetha Siddanna, University of Michigan - Ann Arbor
• Raquel Notz, University of Michigan - Ann Arbor
• Yara Ern, University of Michigan - Ann Arbor
• Elisabeta Karl, Marquette UniversityFollow

Document Type

Article

Publication Date

12-2005

Publisher

American Dental Education Association

Source Publication

Journal of Dental Education

Source ISSN

0022-0337

Abstract

Dental anatomy is fundamental in predoctoral dental education, providing essential knowledge that fosters good clinical practices. Although technology-enhanced teaching modalities have emerged in dental anatomy education, their comparative effectiveness in supporting the development of subsequent clinical skills remains inadequately explored. In this retrospective study, we compared three dental anatomy teaching modalities among first-year dental students (n = 326): traditional in-person instruction using human extracted teeth, alongside online and hybrid formats incorporating a 3D virtual tooth library. Learning outcomes were assessed through written examinations and preclinical operative skills evaluation, including Class I, II, and III cavity preparations; Class I and II amalgam restorations; and Class II, III, IV, and V composite restorations. ANOVA with Tukey's post hoc tests and Pearson's correlation coefficient were used for statistical analysis (p <  0.05). While dental anatomy midterm scores showed no significant differences across modalities, traditional instruction yielded significantly higher final examination scores (92.04 ± 5.12) compared to online (86.59 ± 6.15) and hybrid (85.69 ± 6.77) formats (p <  0.05). Students receiving traditional instruction demonstrated superior cavity preparation skills (76.5 ± 9.75), whereas the hybrid cohort excelled in restoration techniques (78.4 ± 6.43). Correlation analyses showed weak associations (r <  0.20) between dental anatomy final scores and subsequent performance measures. These findings demonstrate the complementary nature of traditional and technology-enhanced instruction in dental education, while revealing that theoretical knowledge and practical skills are more distinct than previously assumed, suggesting a need for domain-specific teaching strategies that optimize each area independently.

Comments

Accepted version. Journal of Dental Education (2025): 1-14. DOI. © 2025 American Dental Education Association. Used with permission.

Recommended Citation

Al Turkestani, Najla; Ajmani, Mallika; Baraka, Marwa; Siddanna, Geetha; Notz, Raquel; Ern, Yara; and Karl, Elisabeta, "Comparative Analysis of Dental Anatomy Teaching Modalities' Effect on Preclinical Operative Psychomotor Performance" (2005). School of Dentistry Faculty Research and Publications. 586.
https://epublications.marquette.edu/dentistry_fac/586