(550) MULTIPLE TEACHING METHODS TO ENHANCE REMOVABLE PARTIAL DENTURE LEARNING OUTCOME AND DESIGNING SKILL FOR UNDERGRADUATE DENTAL STUDENTS. A PERSONAL EXPERIENCE

摘要

Teaching and assessing removable partial dentures' learning outcome are continuous mission in ourcarrier as prosthodontists using variable techniques. Partially edentulous patients represent widerange of everyday peoples attending health centers seeking for dental service. Previous studies onpartial rehabilitation service as offered by dentists showed reduced patients' satisfaction. Thisdisappointing reaction may reflect modest to low skill in management. Consequently, enhancement ofservice in dental health sector should be activated mainly at the teaching institution that produces andtrains the future dentists or health workers. The graduates' proficiency is the resultant of complicatedfactors including the team teaching capability to update their knowledge, teaching skill, and to beopened for new concepts and opinions. The objective of this study was to use multiple techniques forteaching new partial denture designing concept and then to assess the students' competency usingbasic knowledge and removable partial denture design as the main testing subjects. Methodology,blended-teaching techniques were applied to 70 students in year 4, and year 5 dental degreeprogram. It included 4 hours of theoretic lessons related to treatment planning and designing theremovable partial denture and 6 hours of practical clinical training. The students were taught usingmultiple teaching models collectively or in small groups. Interactive teaching, collaborative casedesign, patient case study and simulation, small group discussion, and more were introduced in thelessons as a daily practice. The students were assessed at the beginning before starting the sessionand at the end of the teaching module. Results showed clear amelioration in treatment planning andremovable partial denture design.