Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction
Abstract Background Computer-assisted learning (CAL) has the potential to enhance learning outcomes and satisfaction. However, there are limited reports in the literature that describe or evaluate the implementation of this method to promote competency-based learning in removable partial denture (RP...
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| Format: | Article |
| Language: | English |
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BMC
2025-01-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-06703-z |
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| author | Prinn Chantanahom Chaiy Rungsiyakull Marisa Sukapattee Pisaisit Chaijareenont Pimduen Rungsiyakull |
| author_facet | Prinn Chantanahom Chaiy Rungsiyakull Marisa Sukapattee Pisaisit Chaijareenont Pimduen Rungsiyakull |
| author_sort | Prinn Chantanahom |
| collection | DOAJ |
| description | Abstract Background Computer-assisted learning (CAL) has the potential to enhance learning outcomes and satisfaction. However, there are limited reports in the literature that describe or evaluate the implementation of this method to promote competency-based learning in removable partial denture (RPD) design. Therefore, this study aimed to: (1) compare the effectiveness of different learning methods using a 3D software-aided RPD design program, (2) evaluate the learning outcomes associated with these different methods following active learning, and (3) assess students’ satisfaction. Methods Forty undergraduate dentistry students were divided into four groups of ten students. Each group was assigned different learning methods for a period of 28 days using the CMU-3D RPD Design program. The learning methods included lecture-based learning (LBL), case-based learning (CBL), a combination of LBL and CBL, and a control group that did not engage in LBL or CBL. Following this period, participants in all four groups engaged in active learning activities related to RPD design. Learning outcomes were measured three times: prior to the experiment, after using the software, and after participating in active learning activities. Results Analysis of pre- and post-training assessments using multiple-choice questions revealed that dental students in the combined LBL and CBL group demonstrated statistically significant improvements in test scores compared to baseline (p < 0.05). Notably, there were marked enhancements in comprehension, application, and analysis skills. Outcomes following active learning were significantly improved in groups with a foundation in lecture-based learning. Furthermore, all groups reported high levels of satisfaction (over 90%) after utilizing the software and participating in active learning activities. Conclusions Computer-assisted learning, combined with active learning strategies, improves learners’ outcomes and satisfaction. Learning RPD design through computer-assisted methods positively influenced learning outcomes, particularly when both lecture-based and case-based learning approaches were used. Active learning strategies resulted in more substantial improvements when applied to students with a strong foundation in lecture-based learning. |
| format | Article |
| id | doaj-art-a4f2a81a51e74b48b2485a0ac699aaab |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-a4f2a81a51e74b48b2485a0ac699aaab2025-01-26T12:39:04ZengBMCBMC Medical Education1472-69202025-01-0125111210.1186/s12909-025-06703-zEffects of computer-assisted learning for removable partial denture design on learning outcomes and satisfactionPrinn Chantanahom0Chaiy Rungsiyakull1Marisa Sukapattee2Pisaisit Chaijareenont3Pimduen Rungsiyakull4Department of Prosthodontics, Faculty of Dentistry, Chiang Mai UniversityDepartment of Mechanical Engineering, Faculty of Engineer, Chiang Mai UniversityDepartment of Prosthodontics, Faculty of Dentistry, Chiang Mai UniversityDepartment of Prosthodontics, Faculty of Dentistry, Chiang Mai UniversityDepartment of Prosthodontics, Faculty of Dentistry, Chiang Mai UniversityAbstract Background Computer-assisted learning (CAL) has the potential to enhance learning outcomes and satisfaction. However, there are limited reports in the literature that describe or evaluate the implementation of this method to promote competency-based learning in removable partial denture (RPD) design. Therefore, this study aimed to: (1) compare the effectiveness of different learning methods using a 3D software-aided RPD design program, (2) evaluate the learning outcomes associated with these different methods following active learning, and (3) assess students’ satisfaction. Methods Forty undergraduate dentistry students were divided into four groups of ten students. Each group was assigned different learning methods for a period of 28 days using the CMU-3D RPD Design program. The learning methods included lecture-based learning (LBL), case-based learning (CBL), a combination of LBL and CBL, and a control group that did not engage in LBL or CBL. Following this period, participants in all four groups engaged in active learning activities related to RPD design. Learning outcomes were measured three times: prior to the experiment, after using the software, and after participating in active learning activities. Results Analysis of pre- and post-training assessments using multiple-choice questions revealed that dental students in the combined LBL and CBL group demonstrated statistically significant improvements in test scores compared to baseline (p < 0.05). Notably, there were marked enhancements in comprehension, application, and analysis skills. Outcomes following active learning were significantly improved in groups with a foundation in lecture-based learning. Furthermore, all groups reported high levels of satisfaction (over 90%) after utilizing the software and participating in active learning activities. Conclusions Computer-assisted learning, combined with active learning strategies, improves learners’ outcomes and satisfaction. Learning RPD design through computer-assisted methods positively influenced learning outcomes, particularly when both lecture-based and case-based learning approaches were used. Active learning strategies resulted in more substantial improvements when applied to students with a strong foundation in lecture-based learning.https://doi.org/10.1186/s12909-025-06703-zRPD design softwareTheory–technology alignment frameworkActive learningComputer-assisted learningCompetency-based learningStudent satisfaction |
| spellingShingle | Prinn Chantanahom Chaiy Rungsiyakull Marisa Sukapattee Pisaisit Chaijareenont Pimduen Rungsiyakull Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction BMC Medical Education RPD design software Theory–technology alignment framework Active learning Computer-assisted learning Competency-based learning Student satisfaction |
| title | Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction |
| title_full | Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction |
| title_fullStr | Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction |
| title_full_unstemmed | Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction |
| title_short | Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction |
| title_sort | effects of computer assisted learning for removable partial denture design on learning outcomes and satisfaction |
| topic | RPD design software Theory–technology alignment framework Active learning Computer-assisted learning Competency-based learning Student satisfaction |
| url | https://doi.org/10.1186/s12909-025-06703-z |
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