Do Active Teaching Methodologies Improve the Performance of Dental Students? A Systematic Review and Meta‐Analysis

ABSTRACT Introduction Despite the growing number of studies comparing active and traditional methodologies, there is a lack of updated systematic syntheses evaluating active methodologies focusing on academic performance in dentistry. Thus, the aim was to systematically evaluate the evidence about the impact of active teaching methodologies compared to the traditional method on the academic performance of undergraduate dental students. Materials and Methods The review protocol was registered on PROSPERO (CRD42023472330). Eligibility criteria included randomised clinical trials (RCT) involving undergraduate dental students, comparing at least one active teaching methodology to a traditional, using quantitative methods to evaluate the results. Outcomes were considered successful when they showed statistically significant improvement in knowledge acquisition, skills performance or competency measures compared to traditional teaching. The RevMan software was used for meta‐analysis ( p < 0.05). Two independent reviewers conducted searches in PubMed/MEDLINE, Embase, Web of Science and Scopus, as well as in grey literature and manual reference lists, published up to December 2024. Risk of bias was assessed using the RoB 2 tool. The certainty of evidence was evaluated using the GRADE (Grading of Recommendations Assessment, Development and Evaluation) approach. Results A total of 1277 studies were identified and 20 met the eligibility criteria. Only 18 were included in the meta‐analysis. Active methodologies were associated with higher academic performance after the intervention ( p < 0.001) and better retention after 1 month ( p < 0.001), compared with traditional teaching. Baseline analysis showed equivalence between groups before the intervention ( p = 0.75). The certainty of evidence was rated as low for all outcomes. Conclusion The use of active methodologies in dental education is related to better academic performance of dental students in comparison to traditional teaching.