Journal Article

Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction

Chaijareenont, Pisaisit, Rungsiyakull, Chaiy, Sukapattee, Marisa, Chantanahom, Prinn, Rungsiyakull, Pimduen

2025

Overview

Background Computer-assisted learning (CAL) has the potential to enhance learning outcomes and satisfaction. However, there are limited reports in the literature that describe or evaluate the implementation of this method to promote competency-based learning in removable partial denture (RPD) design. Therefore, this study aimed to: (1) compare the effectiveness of different learning methods using a 3D software-aided RPD design program, (2) evaluate the learning outcomes associated with these different methods following active learning, and (3) assess students’ satisfaction. Methods Forty undergraduate dentistry students were divided into four groups of ten students. Each group was assigned different learning methods for a period of 28 days using the CMU-3D RPD Design program. The learning methods included lecture-based learning (LBL), case-based learning (CBL), a combination of LBL and CBL, and a control group that did not engage in LBL or CBL. Following this period, participants in all four groups engaged in active learning activities related to RPD design. Learning outcomes were measured three times: prior to the experiment, after using the software, and after participating in active learning activities. Results Analysis of pre- and post-training assessments using multiple-choice questions revealed that dental students in the combined LBL and CBL group demonstrated statistically significant improvements in test scores compared to baseline ( p  < 0.05). Notably, there were marked enhancements in comprehension, application, and analysis skills. Outcomes following active learning were significantly improved in groups with a foundation in lecture-based learning. Furthermore, all groups reported high levels of satisfaction (over 90%) after utilizing the software and participating in active learning activities. Conclusions Computer-assisted learning, combined with active learning strategies, improves learners’ outcomes and satisfaction. Learning RPD design through computer-assisted methods positively influenced learning outcomes, particularly when both lecture-based and case-based learning approaches were used. Active learning strategies resulted in more substantial improvements when applied to students with a strong foundation in lecture-based learning.

• Publisher: BioMed Central,BioMed Central Ltd,Springer Nature B.V,BMC
• Subject: Academic achievement / Active learning / Cognition & reasoning / College Faculty / Competency-based learning / Computer Assisted Instruction / Computer Software / Computer-Assisted Instruction - methods / Computer-assisted learning / Control Groups / Critical thinking / Dental Evaluation / Dentistry / Denture Design / Denture, Partial, Removable / Departments / Education / Education, Dental - methods / Educational aspects / Educational Assessment / Educational Measurement / Educational objectives / Educational Technology / Evaluation / Evaluative Thinking / Experimental Groups / Female / Graduate Students / Humans / Influence / Influence of Technology / Instructional Improvement / Learner Engagement / Learning Activities / Learning Experience / Learning Processes / Lecture Method / Male / Measurement Techniques / Medical Education / Multiple choice / Outcomes of Education / Partial dentures / Participant Satisfaction / Personal Satisfaction / Problem-Based Learning - methods / Professional Education / Prosthodontics / Questionnaires / RPD design software / Satisfaction / Software / Student satisfaction / Students / Students, Dental - psychology / Study and teaching / Teaching methods / Theory of Medicine/Bioethics / Theory–technology alignment framework