A PBL-, CBL-, and seminar-based blended teaching model for chairside instruction of undergraduate dental students: a randomized controlled trial

This research aimed to evaluate the effect of a blended method combined with PBL, CBL and seminar methods in Operative Dentistry and Endodontics chairside teaching course on the level of theoretical scores, practical scores, teaching satisfaction, and student competence among dental undergraduate students. A 12-week randomized controlled trial of chairside teaching was conducted from September 2022 to September 2024, involving 58 fourth-year undergraduate dental students from Kunming Medical University, who were randomized to either an experimental group (PBL, CBL and seminar) or a control group (LBL). Objective assessments were carried out using the Mini-CEX and DOPS scales, whereas subjective outcomes (including evaluations of teaching model, internship effectiveness, and learning satisfaction) were measured via a validated questionnaire. After 12 weeks of clinical chairside teaching, compared with the control group, the experimental group obtained higher scores in interviewing skills (6.90 ± 0.94 vs. 6.21 ± 1.15, p < 0.05), humanistic qualities (7.14 ± 1.13 vs. 6.14 ± 1.25, p < 0.05), counseling skills (7.24 ± 1.15 vs. 6.38 ± 1.18, p < 0.05), preoperative preparation (7.24 ± 0.99 vs. 6.14 ± 0.83, p < 0.05), correct and standardized procedural steps (7.10 ± 1.08 vs. 6.34 ± 0.81, p < 0.05), and postoperative management (7.07 ± 1.09 vs. 6.24 ± 0.83, p < 0.05). There was no significant difference in clinical judgement and accurate and skilled technique (p > 0.05). For questionnaire response, the experimental group achieved significantly higher scores than the control group in teaching mode evaluation (38.28 ± 2.67 vs. 35.34 ± 6.13, p < 0.05), self-evaluation of internship effect (25.55 ± 4.13 vs. 23.14 ± 4.17, p < 0.05), and internship satisfaction evaluation (29.34 ± 1.12 vs. 27.62 ± 3.99, p < 0.05). The blended teaching model in Operative Dentistry and Endodontics chairside teaching enables efficient use of limited resources to support skill development. It also effectively enhances standardized clinical operations, teaching quality, and students’ subjective evaluations. Although no significant improvement was found in clinical judgment or technical proficiency, these areas offer potential for future focus. However, due to factors such as sample size, caution should be exercised when generalizing these findings to other educational contexts.