A Stepwise Educational Framework for Practical Skill Acquisition in Undergraduate Dental Training

Abstract

Aim. This article presents the findings of an experimental study that focuses on reducing stress by cultivating practical knowledge and skills among students. Given that students are constantly exposed to chronic constructive stress [1, 2], traditional approaches to acquiring knowledge and practical competencies are often labor-intensive and inefficient. Low learning outcomes are frequently observed due to students’ insufficient understanding of the tasks assigned to them. The experiment aimed to enhance the effectiveness of acquiring practical skills in therapeutic dentistry while taking into account students’ psycho-emotional states.
Methods. Two groups of third-year students from different academic groups participated in the study. They were trained in patient examination techniques, specifically the local assessment of periodontal tissues and the condition of the oral vestibule. In the first group (30 students), a modified teaching approach was applied. The instructor clearly defined the objectives and clinical relevance of assessing the architecture of the oral vestibule, emphasized diseases associated with neglected anatomical abnormalities in this area, and provided a structured, step-by-step procedural outline. The demonstration was performed slowly using a training model, with a detailed explanation of the attachment level of the labial and buccal frenula and the depth of the oral vestibule. Special attention was paid to each component of the procedure, including the instruments used and their specific applications. Students then independently examined in accordance with the proposed scheme.
In the second group (32 students), a traditional teaching method was employed. The instructor explained the significance of the procedure and demonstrated it on a model using a periodontal probe; thereafter, the students performed the manipulation independently. The effectiveness of practical skill acquisition and the development of stable automated skills were compared between the two groups.
Results and Discussion. The results demonstrated that 28 students in the first group (93.3%) correctly performed the oral vestibular tissue examination on their first attempt. After ten identical repetitions of the procedure, all students in this group developed a stable automated skill. In contrast, in the second group, a stable automated skill was achieved in only 12 students (37.5%) after ten repetitions. It should be noted that the students in this group made numerous errors, including incorrect instrument selections, which required substantial time from the instructor for correction [3, 4].
Scientific Novelty. The experimental study was based on the theory of the step-by-step formation of mental actions and representations. The voluntary experiment conducted during the educational process among students of the Faculty of Dentistry at Ivano-Frankivsk National Medical University demonstrated high effectiveness in the acquisition of practical skills. The findings indicate that dental students require not only theoretical knowledge but also the development of practical skills through automation, without incurring additional stress.
Conclusions. The proposed methodology is an effective means of intentionally developing a set of manual skills in students. The use of structured action schemes for specific procedures simplifies the educational process and reduces the time required to create stable, automated practical skills.