Comparison of Practical-theory Teaching Method with Theory-Practical Method on Learning and Student Satisfaction in Dental Anatomy

Diverse teaching strategies have an imperative impact on learning process. The purpose of this study was to compare the effects of practical-theoretical vs. theoretical-practical based teaching methods on learning process of dental anatomy and student''s satisfaction in general. A randomized controlled clinical trial cross over study was performed on 72 second-year dental students. The students were randomly divided into two experimental groups (A and B). In the first phase، anatomy of the maxillary central incisors was presented to group A by theoretical-practical method (control group) and to group B by practical-theoretical method (experimental group). In the second phase، anatomy of the mandibular central incisors was presented and the two group were switched. The learning adequacy in each group was assessed by a standard test at the end. The data was analyzed by Mann-U-Whitney test. Total of 72 second-year dental students were assessed، Mean age was (21. 2±1. 5) and %68 of them were female and %32 were male. Reported scores in practical-theoretical teaching method was 16. 8±0. 8 and in theoretical-practical teaching method was 15. 2±0. 9. This difference was statistically significant (p<0. 01). The score for student''s satisfaction in practical- theoretical teaching method was 4. 4±0. 6 and for theoretical-practical teaching method was 3. 3±0. 8. This difference was statistically significant. (p<0. 001) The practical-theoretical method of instruction appears to be more effective than the traditional lecture based education. Furthermore، higher students’ satisfaction is reported with this means of education.