Comparison of Distance Learning and Face-to-Face Learning Approaches for Teaching Tooth Avulsion Management to Undergraduate Dental Students: A Randomised Controlled Educational Trial.

Background

Tooth avulsion is a dental emergency requiring immediate, evidence-based intervention to optimise periodontal and pulpal outcomes. Adequate education of dental students in avulsion management is therefore critical. While distance learning platforms, including online video modules, are increasingly used in dental education, their effectiveness relative to traditional face-to-face instruction in teaching avulsion management remains unclear.

Aim

To compare the effectiveness of distance learning and face-to-face education approaches in improving knowledge, clinical decision-making, and confidence regarding the management of tooth avulsion among undergraduate dental students.

Methods

This randomised controlled educational trial enrolled 120 undergraduate dental students (4th year). Participants were randomly allocated to either a distance learning group (Group I), which received guideline-based video modules on tooth avulsion management delivered via online platforms, or a face-to-face learning group (Group II), which received conventional interactive lectures and interactions. Knowledge acquisition was assessed using validated multiple-choice questionnaires, while clinical decision-making skills were evaluated through standardised, scenario-based simulated avulsion cases, with a rubric used to assign scores. Secondary outcomes include knowledge retention, self-reported confidence, and learner satisfaction.

Results

A total of 120 4th-year undergraduate dental students were randomised, and 113 completed the 8-week follow-up. Both educational approaches significantly improved knowledge scores compared with baseline (p < 0.001). The face-to-face learning group achieved significantly higher post-intervention knowledge scores than the distance- learning group (18.2 ± 1.4 vs. 16.8 ± 1.7; mean difference, 1.4 points; 95% CI, 0.84-1.96; p < 0.001) and demonstrated superior scenario-based clinical decision-making, knowledge retention, and self-reported confidence at the 8-week follow-up (p < 0.001). Learner satisfaction was high in both groups but was significantly greater following face-to-face instruction (p < 0.001).

Conclusion

Distance learning platforms are effective tools for enhancing academic knowledge and awareness of guidelines in tooth avulsion management, especially in remote areas. However, face-to-face instruction was associated with higher knowledge retention, confidence, and scenario-based clinical decision-making scores. These findings support integrating distance learning as a complementary component rather than a replacement for conventional face-to-face training in dental trauma education.