Dental students' perception of theater-based learning as an interactive educational tool in teaching oral surgery in Jordan.

OBJECTIVES: To evaluate dental students' perception of theater-based learning, and explore its association with their clinical knowledge and future career decisions.

METHODS: This cross-sectional study was carried out in the Oral Surgery Department, Jordan University Hospital, Amman, Jordan between September 2007 and March 2008 on dental students of batch 2005-2007 comprising 157 students and graduates. Seventy-two subjects were exposed to theater-based learning (group 1), and 85 subjects had conventional oral surgery teaching (group 2). All subjects completed a questionnaire consisting of 23 skills and competencies with 2 career-related items.

RESULTS: Students with theater experience perceived better ability to describe surgical procedures (71% of students in group 1 reported “adequate” or higher levels compared to 38% as reported by group 2 students, more understanding of theater and cross infection control protocols and teamwork value (96% in group 1 responded “adequate” or higher, 81% by group 2 students), higher competence to deal with complications (94% in group 1 responded “adequate” and 82% by group 2 students), more awareness of resident's duties and more familiarity with hospital environment (88% in group 1 and 71% by group 2 students) (p=0.000). They showed more interest in oral surgery as a career (53% of group 1 responded “certain”, 33% by group 2 students) (p=0.007). Alpha reliability scores of 0.50-0.90 were obtained for the questionnaire subscales.

CONCLUSIONS: Dental students perceived theater-based learning as a valid interactive educational tool. Active integration of dental students can lead to a superior educational experience, and promotes postgraduate surgical programs.