Comparison between conventional teaching and blended learning in preclinical fixed prosthodontic training: A cross-sectional study.

Introduction: Blended learning utilizes technology with reduced face-to-face time and promotes a student-centred learning environment that excites the learning process. However, studies on blended learning in fixed prosthodontics is still lacking. This study aimed to compare students' performance in easy and difficult level of fixed prosthodontic preclinical projects given by either blended learning or conventional teaching.

Methods: A cross-sectional study was conducted on 72 s-year dental students, who attended preclinical fixed prosthodontic training. Participants were randomly segregated into conventional teaching (n = 36) and blended learning (n = 36). All participants were evaluated for learning preferences using Visual-Aural-Read/Write-Kinesthetic (VARK) questionnaire and performed a project as their baseline skill assessment. They performed another two preclinical projects (easy and difficult level) after the allocated teaching approach. Learning preferences were analysed using Fisher's exact test and performance in preclinical projects were analysed with an independent t test (significant at p < .05).

Results: The highest prevalence of learning preferences was the quad-modal preferences (50.7%), which were visual, auditory, reading/writing and kinesthetic. There were no significant differences in baseline skills and learning preferences (p > .05) between groups. No significant differences found between both teaching approaches for easy (p = .319) and difficult projects (p = .339). In the blended learning group, no significant difference was found in both difficulty level of projects (p = .064).

Conclusion: The participants performed equally on both teaching approaches. However, blended learning for preclinical fixed prosthodontics is anticipated as the new norm of learning, especially in the current pandemic with reduced face-to-face time.