Department of Dental Materials, Faculty of Dentistry, Asian Institute of Medicine, Science and Technology (AIMST) University, Bedong 08100, Malaysia.
Department of Dental Public Health, Faculty of Dentistry, Asian Institute of Medicine, Science and Technology (AIMST) University, Bedong 08100, Malaysia.
Int J Environ Res Public Health. 2023 Jan 22;20(3):2041. doi: 10.3390/ijerph20032041.
Dental materials science education is frequently delivered via traditional didactic lectures in preclinical dental programs. This review aimed to appraise the current evidence on innovative pedagogical strategies in teaching dental materials science courses. English-language articles on teaching methods for dental materials science published between January 1990 to October 2022 were searched in nine online databases (Google Scholar, PubMed, Web of Science [WoS], Science Direct, Cochrane Library, EBSCO, LILACS, Open Grey, and EMBASE) according to PRISMA guidelines. The risk of bias (RoB) was assessed using the Cochrane RoB-2 and ROBIN-I tools, whereas the level of evidence was determined based on the OCEBM guidelines. Only 12 primary studies were included. Two randomized studies (RCTs) were deemed as being of "some concern", and one showed a high risk of bias (RoB). Three non-randomized controlled studies (NRS) demonstrated a moderate RoB, whereas the remaining seven were low. Most studies were ranked at Levels 2 and 3 of evidence. Several innovative pedagogical strategies were identified: flipped classrooms, clinical-based learning, computer-assisted learning, group discussion, microteaching with the BOPPPS (bridge-in, learning objective, pre-test, participatory learning, post-test, and summary) model, and game-based learning. The evidence suggested that students generally showed positive perceptions toward these pedagogical strategies. Dental educators should revise their current undergraduate dental materials science curricula and integrate more effective teaching methods.
口腔材料科学教育通常在口腔临床前课程中通过传统的讲授式教学进行。本综述旨在评估目前在口腔材料科学课程教学中创新教学策略的证据。根据 PRISMA 指南，在九个在线数据库（Google Scholar、PubMed、WoS、Science Direct、Cochrane Library、EBSCO、LILACS、Open Grey 和 EMBASE）中搜索了 1990 年 1 月至 2022 年 10 月发表的关于口腔材料科学教学方法的英文文章。使用 Cochrane RoB-2 和 ROBIN-I 工具评估偏倚风险（RoB），根据 OCEBM 指南确定证据水平。仅纳入了 12 项原始研究。两项随机对照试验（RCT）被认为存在“一定程度的关注”，其中一项存在较高的偏倚风险（RoB）。三项非随机对照研究（NRS）显示出中度 RoB，而其余七项则为低度 RoB。大多数研究的证据水平为 2 级和 3 级。确定了几种创新的教学策略：翻转课堂、基于临床的学习、计算机辅助学习、小组讨论、基于 BOPPPS（桥梁、学习目标、前测、参与式学习、后测和总结）模型的微教学和基于游戏的学习。证据表明，学生普遍对这些教学策略持积极态度。口腔教育者应修订当前的口腔本科材料科学课程，并整合更有效的教学方法。
