Preclinical assessment of Class IV proximal contacts following different teaching strategies.

Abstract

Class IV composite restorations are one of the biggest challenges in dentistry. Furthermore, replacing adequate proximal contours on Class IV restorations is crucial for the function and aesthetics. The objective of this study is to assess four different teaching strategies used to improve first-year dental students' Class IV restoration proximal contact performance over a period of 4years. We assessed four cohorts of first-year dental students who were exposed to four different teaching strategies during the first-year preclinical training over two consecutive academic terms. The four different teaching strategies used were: (a) two waxing exercises (control cohort, strategy 1); (b) digital dentistry and four waxing exercises (strategy 2); (c) four waxing exercises (strategy 3); and (d) four waxing exercises and live demonstrations (strategy 4). All cohorts were exposed to the same didactic lecture of Class IV restorations. Our results showed that all teaching strategies resulted in better student's performance and content retention compared to the control cohort. However, the teaching strategy that resulted in the best pass/fail ratio was the association of waxing exercises with live demonstrations (strategy 4). Increasing the number of waxing exercises may improve students' performance either alone or associated with different teaching strategies. However, when associated with live demonstrations, waxing exercises have significantly reduced critical errors. Our study demonstrated for the first time the benefits of the affordable and traditional waxing exercises associated with instructor demonstrations as a teaching strategy for first-year dental students.