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Pabel SO, Pabel AK, Schmickler J, et al. Impact of a Differential Learning Approach on Practical Exam Performance: A Controlled Study in a Preclinical Dental Course. J Dent Educ. 2017;81(9):1108-1113doi: 10.21815/JDE.017.066.
Pabel, S. O., Pabel, A. K., Schmickler, J., Schulz, X., & Wiegand, A. (2017). Impact of a Differential Learning Approach on Practical Exam Performance: A Controlled Study in a Preclinical Dental Course. Journal of dental education, 81(9), 1108-1113. https://doi.org/10.21815/JDE.017.066
Pabel, Sven-Olav, et al. "Impact of a Differential Learning Approach on Practical Exam Performance: A Controlled Study in a Preclinical Dental Course." Journal of dental education vol. 81,9 (2017): 1108-1113. doi: https://doi.org/10.21815/JDE.017.066
Pabel SO, Pabel AK, Schmickler J, Schulz X, Wiegand A. Impact of a Differential Learning Approach on Practical Exam Performance: A Controlled Study in a Preclinical Dental Course. J Dent Educ. 2017 Sep;81(9):1108-1113. doi: 10.21815/JDE.017.066. PMID: 28864793.
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J Dent Educ. 2017 Sep;81(9):1108-1113. doi: 10.21815/JDE.017.066.

Impact of a Differential Learning Approach on Practical Exam Performance: A Controlled Study in a Preclinical Dental Course.

Journal of dental education

Sven-Olav Pabel, Anne-Kathrin Pabel, Jan Schmickler, Xenia Schulz, Annette Wiegand

Affiliations

  1. Dr. Sven-Olav Pabel is Assistant Professor, Department of Preventive Dentistry, Periodontology, and Cariology, University Medical Center, Göttingen, Germany; Dr. Anne-Kathrin Pabel is a dentist in private practice, Hanau, Germany; Dr. Schmickler is a dentist in private practice, Köln, Germany; Ms. Schulz is a statistician, Department of Medical Statistics, University Medical Center, Göttingen, Germany; and Dr. Wiegand is Professor and Head, Department of Preventive Dentistry, Periodontology, and Cariology, University Medical Center, Göttingen, Germany. [email protected].
  2. Dr. Sven-Olav Pabel is Assistant Professor, Department of Preventive Dentistry, Periodontology, and Cariology, University Medical Center, Göttingen, Germany; Dr. Anne-Kathrin Pabel is a dentist in private practice, Hanau, Germany; Dr. Schmickler is a dentist in private practice, Köln, Germany; Ms. Schulz is a statistician, Department of Medical Statistics, University Medical Center, Göttingen, Germany; and Dr. Wiegand is Professor and Head, Department of Preventive Dentistry, Periodontology, and Cariology, University Medical Center, Göttingen, Germany.

PMID: 28864793 DOI: 10.21815/JDE.017.066

Abstract

The aim of this study was to evaluate if differential learning in a preclinical dental course impacted the performance of dental students in a practical exam (preparation of a gold partial crown) immediately after the training session and 20 weeks later compared to conventional learning. This controlled study was performed in a preclinical course in operative dentistry at a dental school in Germany. Third-year students were trained in preparing gold partial crowns by using either the conventional learning (n=41) or the differential learning approach (n=32). The differential learning approach consisted of 20 movement exercises with a continuous change of movement execution during the learning session, while the conventional learning approach was mainly based on repetition, a methodological series of exercises, and correction of preparations during the training phase. Practical exams were performed immediately after the training session (T1) and 20 weeks later (T2, retention test). Preparations were rated by four independent and blinded examiners. At T1, no significant difference between the performance (exam passed) of the two groups was detected (conventional learning: 54.3%, differential learning: 68.0%). At T2, significantly more students passed the exam when trained by the differential learning approach (68.8%) than by the conventional learning approach (18.9%). Interrater reliability was moderate (Kappa: 0.57, T1) or substantial (Kappa: 0.67, T2), respectively. These results suggest that a differential learning approach can increase the manual skills of dental students.

Keywords: dental education; educational methodology; learning; manual skills

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