(PR036) Effectiveness of Blended Learning Courses in Restorative Dentistry and Endodontics Among Undergraduate Dental Students: A Systematic Review

Background: With the evolving technology and pandemic restrictions, dental education has undergone a paradigm shift in adopting e-learning methods.

Objective: This systematic review evaluates the effectiveness of blended or hybrid learning methods in restorative dentistry and endodontics in undergraduate dental students.

Methods: Scopus, PubMed, Web of Science, and Google Scholar databases were searched to identify relevant articles to be included in the study until December 2022. Articles with full text available in the English language for clinical studies including randomized controlled studies, cohort studies, and observational studies on undergraduate students were selected. Analysis of study design, methodology, and quality assessment was performed independently by two authors, with a third author consulted when needed. The risk of bias was assessed using the Risk of Bias 2 and ROBINS-I tools and the quality of evidence for outcomes was assessed.

Results: Out of 32 search results, 6 studies including 3 randomized controlled trials with a total of 448 participants were included in the review. All but 1 study showed better theoretical knowledge retention and better practical or clinical skills by students learning by blended methods. Most studies showed a low risk of bias, with 2 studies having some concerns and one study showing a moderate risk of bias. The quality of evidence for outcomes is low.

Conclusion: Based on the studies included in the review, blended learning is an effective method of teaching, but it cannot entirely replace traditional teaching methods. Rather, blended teaching goes hand-in-hand along with traditional methods.