This study aims to compare two different educational and assessment approaches used for teaching pre-extraction clinical evaluation skills to undergraduate dental students. Before performing a simple tooth extraction, students are expected to obtain a medical history, identify systemic risk factors, determine extraction indications, communicate effectively with patients, and make appropriate clinical decisions. Participants will be assigned to either an Objective Structured Clinical Examination (OSCE)-based educational approach or a traditional teaching and assessment approach. Students' clinical performance, communication skills, clinical reasoning abilities, learning satisfaction, self-confidence, and examination-related anxiety will be evaluated and compared between groups. The findings of this study are expected to provide evidence regarding the effectiveness of OSCE in undergraduate dental education and contribute to the development of more effective training and assessment strategies for clinical competency acquisition.
Age range
18 Weeks – 25 Weeks
Sex
ALL
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A starting point for the conversation — always confirm anything about your own eligibility, costs, and care with the study team and your doctor.
Primary Outcome Measure
Timeframe: 1. day
State anxiety level
Timeframe: Immediately before and immediately after assessment (Day 1)
Student satisfaction and self-confidence in learning
Timeframe: Immediately after the educational intervention (Day 1)