Impact of Spaced Retention Technique on Knowledge and Attitudes of Dental Students towards Oral Cancer Screening: An Educational Intervention Study

Abstract: Background:Oral cancer is the sixth most common malignancy worldwide, with India contributing nearly one-third of the global burden. Oral squamous cell carcinoma (OSCC) constitutes up to 97% of all oral cancers. Potentially malignant disorders (PMDs) such as leukoplakia, erythroplakia, and oral submucous fibrosis precede OSCC, making their early recognition critical for effective intervention. Despite their pivotal role in prevention and diagnosis, dental professionals often lack sufficient knowledge and skills to identify oral cancer at an early stage. Employing innovative educational approaches, such as the spaced repetition technique, may enhance both learning and long-term knowledge retention. Aim:To enhance the capacity of junior dentists in practising oral cancer screening through an intervention based on the spaced repetition technique. Materials and Methods: A longitudinal educational intervention was conducted among dental interns at Lenora Institute of Dental Sciences, Rajahmundry (December 2023). A validated pre-structured questionnaire assessed baseline knowledge of oral cancer screening. Interns attended an expert-verified PowerPoint session on oral cancer and precancerous lesion recognition. Knowledge retention was evaluated using the spaced repetition model, with assessments on Day 1, Day 7, and Day 16. Data were analysed using SPSS v26.0, with pre- and post-test results compared via chi-square test (p<0.05). Results:There was a statistically significant improvement in knowledge scores from baseline to subsequent assessments (p<0.05). Students demonstrated increased accuracy in identifying precancerous lesions and expressed heightened confidence in screening practices. Attitudinal changes were observed, with most interns reporting greater willingness to incorporate oral cancer screening into clinical practice and seeking further training opportunities. Conclusion:The intervention effectively improved knowledge and reinforced long-term retention among dental students. Spaced repetition proved to be a useful method for sustaining learning, highlighting the importance of integrating oral cancer education and active learning strategies within dental curricula for improved early detection and prevention. Keywords: Oral cancer, OSCC, Precancerous lesions, Spaced repetition, educational intervention, Dental students.