Abstract
A study was conducted to determine the effects of seminars and computer-assisted self-evaluation (CASE) modules on third-year dental students' endodontic problem-solving abilities. Students studying by a combination of seminars and CASE modules did not differ in their ability to solve endodontic problems compared with students receiving CASE modules, but they demonstrated greater ability than did students in a control group or those participating only in seminars. Analysis of gain scores from pretest to post-test among the treatment groups showed significant improvement in learning after instruction, but failed to identify any method as more effective in facilitating this improvement. Previous grade point average was not a factor in problem-solving ability or in improvement instruction.
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