Clinical Probation Teaching in Undergraduate Implant Dentistry Course: Online Versus Offline Modes

BACKGROUND: Driven by rising patient awareness and treatment expectations, implant dentistry has advanced rapidly, increasing the demand for educators to deliver well-structured implant dentistry curricula. However, research on the efficacy of clinical probation within undergraduate dental education remains limited. In this study, we aimed to compare the impact of online mode with offline mode of clinical probation on students' knowledge acquisition and self-reported clinical abilities. METHODS: A total of 150 fourth-year undergraduate dental students, comprising 50 students each from Grade 2017 to Grade 2019, were enrolled. Students from Grade 2017 (Group A) received conventional theoretical lectures only. The Grade 2018 (Group B) completed online clinical probation besides the theoretical lectures. Students from Grade 2019 (Group C) participated in offline clinical probation alongside the theoretical lectures. The results of different teaching approaches were evaluated through an online questionnaire and closed-book final exam. RESULTS: Overall, clinical probation significantly enhanced students' satisfaction levels, class engagement, and willingness to become implantologists (p < 0.05). Further analysis of favourable modes of clinical probation revealed that the offline mode could effectively promote class engagement, student-teacher interaction, and critical thinking ability. An early development of medical humanistic spirit was also seen in Group C students (p < 0.05). Final examination results showed a drastic improvement in academic performance for students in Group C (p < 0.05). CONCLUSION: Offline clinical probation in implant dentistry curriculum strengthened undergraduates' professional knowledge and prepared them for future clinical practice, thereby bridging the gap between theoretical knowledge and clinical practice.