Effectiveness of Peer‐Assisted Learning Versus Faculty‐Led Instruction in Teaching Revised FDI Criteria to Dental Students, an Intervention Study

ABSTRACT Objectives To compare the effectiveness of peer‐assisted learning (PAL) and faculty‐led instruction in teaching updated FDI restorative evaluation criteria to dental students and to assess the impact of teaching modality. Methods A total of 49 dental students participated. Training on updated FDI criteria was delivered by a faculty member or peer instructors, with peer sessions conducted in both face‐to‐face and online formats. Knowledge, self‐confidence, stress, and perceived benefit were assessed before and after the intervention. Data were analyzed using paired samples t ‐test and analysis of covariance (ANCOVA) adjusting for baseline scores ( p < 0.05). Results Significant improvements were observed in knowledge ( p < 0.001), self‐confidence ( p = 0.016), perceived stress ( p = 0.012), and perceived benefit ( p = 0.018) among all participants. Both groups showed significant knowledge gains ( p < 0.001). Because the faculty‐led group started from significantly lower baseline scores, groups were compared using ANCOVA with the baseline score as covariate; after adjustment, no statistically significant between‐group difference was found for any outcome (all p > 0.05). Within the peer‐assisted groups, knowledge improved significantly in both the online and face‐to‐face formats ( p ≤ 0.002), and no significant differences were observed between formats ( p > 0.05). Conclusion Both teaching approaches effectively improved learning outcomes. After adjustment for baseline differences, no statistically significant between‐group differences were detected in knowledge or self‐confidence gains, and a significant reduction in stress was observed in the peer‐assisted group. No statistically significant differences were observed between the online and face‐to‐face delivery formats.