Dental Students’ Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem-Based Learning Methodologies

Abstract

Objectives: to compare the perceived competence for treating prosthetic patients between two samples of fourth-year dental students belonging to the traditional dental curriculum or to the current problem-based learning (PBL) curriculum. Methods: a consecutive sample of fourth-year dental students following the traditional study plan and the new problem-based learning plan were surveyed regarding their perception of the teaching they had received in Prosthodontics. The number of prosthetic treatments carried out during the academic year and the level of competence perceived by the students to perform such treatments was quantified on a scale from 0- 10. Results: The average number of treatments performed was similar for both groups, except for metal-based removable partial dentures which was significantly higher for the group belonging to the traditional curriculum (0.8±1.0) than the PBL curriculum (0.4±0.6). The level of competence perceived by the students to treat full denture patients was significantly higher (7.3±1.1) than that of partial acrylic dentures (6.7±1.5) or combined dentures (5.7±1.3). Clinical competence in dental prosthetics mainly depends on the number of treatments conducted as the operator, as well as the assistant. Furthermore, the students following the traditional curriculum considered themselves to be significantly more competent at treating patients for removable partial and fixed prostheses (7.8±1.1 and 7.6±1.1 respectively) than counterparts (6.4±1.5 and 6.6±1.5 respectively). Conclusions: The level of competence perceived by the students following the traditional study plan was significantly higher than those following the new PBL study plan in the treatment of removable partial dentures and fixed prostheses. Thus the practical experiences are more important than the theoretical teaching method in the student’s preparedness.