Using an Analog Multifunctional Model to Develop Cognitive Skills in Dental Implants.
Dos Santos Leal Morbeck M, Neves Ilana Dantas ID, de Souza Fernandes Atson Carlos AC, Medrado Alena Ribeiro Alves Peixoto ARAP
To evaluate the effectiveness of the multifunctional analog model (MAM) as a teaching-learning tool for developing cognitive skills in dental implantology among undergraduate students. This randomized educational trial included 115 students allocated into three groups: group A (theoretical instruction), group B (theoretical instruction plus laboratory practice), and group C (laboratory practice only). Learning was assessed using a five-item objective questionnaire administered before and after the intervention. Students' perceptions were evaluated through two open-ended questions. The percentage of correct answers increased from 33.3% (SD 17.4) to 55.4% (SD 26.1) in group A, from 28.2% (SD 20.4) to 76.9% (SD 20.8) in group B, and from 23.8% (SD 18.2) to 77.3% (SD 17.7) in group C. Posttest performance was significantly higher in groups B and C compared with group A (p < 0.05), with no significant difference between groups B and C. Most participants (99.2%) preferred the applied methodology over traditional lectures, with integration of theory and practice identified as the most relevant aspect (31.9%). The MAM-based methodology was significantly more effective than theoretical instruction alone in promoting cognitive learning. The integration of theory and practice was the key factor underlying its effectiveness.