Active methodologies show no definitive superiority over traditional teaching in undergraduate dentistry¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2026 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Most studies with control groups did not find significant differences in student performance between active methodologies and traditional teaching in clinical subjects. → de Oliveira Carlota Rocha 2026

Evidence¶

de Oliveira Carlota Rocha 2026¶

de Oliveira Carlota Rocha, da Silva Barboza Andressa, de Andrade Juliana Silva Ribeiro, Lund Rafael Guerra. (2026). Scoping Review on Active Teaching and Learning Methodologies in Dentistry. European Journal of Dental Education. https://doi.org/10.1111/eje.13109

q2 · i? · review · r3

The review's synthesis of controlled studies found that "most studies with control groups did not find significant differences in student performance" between active and traditional methods in clinical subjects. No pooled effect size is reported.

"Contrary to expectations, most studies with control groups did not find significant differences in student performance between active methodologies and traditional teaching in clinical subjects"

Discussion¶

Related Claims¶

• PBL is the most investigated active teaching methodology in undergraduate dentistry, followed by flipped classroom and gamification — related
• PBL and flipped classrooms frequently show better post-test performance and knowledge retention than traditional methods — reports the opposite
• Several included studies found haptic VR training equivalent rather than superior to conventional dental training — a narrower finding that bears on this claim
• Manikin-based simulation produced equal or superior competency outcomes versus traditional clinical practice, except in the Patient Safety domain — related
• Across the reviewed studies, simulation-based interventions consistently improved paediatric undergraduate learning outcomes, including clinical reasoning, procedural skills and confidence — reports the opposite
• Experiential learning in authentic clinical environments (community engagement, home visits, outreach rotations) was reported to produce the greatest positive impact on student attitudes, confidence, and perceived competence, but is the most resource-intensive — related
• Telesimulation and remote-facilitated paediatric simulation achieved outcomes comparable to in-person training — related
• Simulation complemented by other techniques improves patient safety competency more than simulation alone, but added classroom teaching did not improve teamwork attitudes — related
• Active learning methods significantly improve safety motivation and internal locus of control compared to traditional passive instruction. — reports the opposite
• Neonatal resuscitation VR gamification showed no significant anxiety improvement over simulation and control groups — a narrower finding that bears on this claim