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This quasi-experimental, parallel-group study compared knowledge, OSCE procedural competence, and satisfaction across four teaching pedagogies for undergraduate pulpectomy training while standardizing contact time, hands-on exposure, and faculty-to-student ratios.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/blended-versus-traditional-instruction-for-pulpectomy-training-a-quasi-experimental-multi-arm-study/453594/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/blended-versus-traditional-instruction-for-pulpectomy-training-a-quasi-experimental-multi-arm-study/453594.png","ImageObject",300,407,{"name":92,"@type":93},"Rowan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching methods were compared for undergraduate pulpectomy training?","Question",{"text":112,"@type":113},"The study compared traditional instruction (control) with flipped/blended, problem-based learning (PBL), and online-guided instruction delivered through an SRIHER learning management system (LMS).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were knowledge, procedural competence, and satisfaction measured?",{"text":117,"@type":113},"Knowledge was assessed using pre- and post-test MCQ questions analyzed with ANCOVA. Procedural competence was assessed via OSCE using a 50-point checklist, and satisfaction was measured with a Likert 1–5 scale across engagement, clarity, confidence, applicability, and overall.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding OSCE performance and competency achievement?",{"text":121,"@type":113},"OSCE performance was high and broadly similar across all arms, with overlapping 95% confidence intervals. Competency (defined as ≥60%) was achieved in every arm, with 100% competency (20/20 per group).",{"name":123,"@type":110,"acceptedAnswer":124},"Did satisfaction and knowledge outcomes differ significantly across teaching formats?",{"text":125,"@type":113},"Satisfaction was uniformly high across all students and arms, with overall scores at 5/5 and strong ratings across subscales. Knowledge showed modest pre-post improvement, while change scores did not differ significantly between teaching methods (p=0.515).","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},453594,1791391303,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":46,"preview_page_count":4},1099514067415,"https://ap-avatar.wpscdn.com/avatar/100002539d78ffe74a7?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779092875211072502","Review began 11/30/2025  \nReview ended 12/03/2025  \nPublished 12/08/2025  \n© Copyright 2025  \nVignesh et al. This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 4.0. , which permits unrestricted use , distribution , and reproduction in any medium , provided the original author and source are credited.  \nDOI: 10.7759/cureus.98676  \nOpen Access Original Article  \nBlended Versus Traditional Instruction for Pulpectomy Training: A Quasi-experimental, Multi-arm Study of Knowledge, Procedural Competence, and Satisfaction  \nKC Vignesh 1, Vivek K 1, Selvakumar Haridoss 1, Kavitha Swaminathan 1, Srivasunthra Srinivasan 2, Sanjana Sree Manisekar 2, Anupriyadharshini S 2  \n1. Pediatric and Preventive Dentistry, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, IND 2. Dentistry, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, IND  \nCorresponding author: Selvakumar Haridoss, [selvakumaarh21@gmail.com](selvakumaarh21@gmail.com)  \nAbstract  \nBackground  \nBlended instructional designs (flipped classroom, problem-based learning (PBL), and online-guided learning) are widely adopted in health-professions education, but evidence on their impact on practical skills in pediatric endodontics remains limited.  \nObjective  \nThe main objective of this study is to compare knowledge, procedural skill (objective structured clinical examination (OSCE)), and student satisfaction across four pedagogies for undergraduate pulpectomy training, while holding contact time, hands-on exposure, and faculty-to-student ratios constant.  \nMethods  \nA quasi-experimental, parallel-group study at Sri Ramachandra Institute of Higher Education and Research (SRIHER), Chennai, India (January-October 2025) . Interns were taught pulpectomy using one of four arms: traditional (control), glipped, PBL, or online-guided (SRIHER learning management system (LMS)) . Outcomes were (i) knowledge (pre-/post-test MCQ test; prespecified analysis using analysis of covariance (ANCOVA), with post-test as the outcome, arm as the factor, and pre-test as the covariate), (ii) OSCE (weighted 50-point checklist converted to percentage; competency ≥60%), and (iii) satisfaction (Likert 1-5; subscales: engagement, clarity, confidence, applicability, and overall) .  \nResults  \nEighty students were included (n = 20 per arm) . OSCE performance was high and similar across arms, with overlapping 95% CIs: traditional 69 .0 ± 3.5%, flipped 68 .2 ± 3.5%, PBL 69.5 ± 3.8%, and online-guided 68.5 ± 3.8%; overall 68 .8 ± 3.6% . Competency (≥60%) was 100% in every arm (20/20 each) . Satisfaction was uniformly high: overall (O 1) was 5/5 across all students, and subscales were in the “agree-strongly agree”range. Knowledge scores showed modest pre-post improvement across arms (overall mean gain +0 .43 points on a five-point scale), and change scores did not differ significantly between teaching methods (one-way analysis of variance (ANOVA) on gain scores, p = 0 .515) .  \nConclusions  \nWhen instructional “dose” and hands-on practice are standardized, traditional, flipped, PBL, and onlineguided formats yield comparable, high procedural competence and a uniformly positive learner experience for pulpectomy training. Curricular structure ensuring adequate guided practice may be more consequential for immediate skill than the specific didactic format. Multi-center randomized studies with standard settingsand longer-term outcomes (retention and clinical transfer) are warranted.  \nCategories: Medical Education, Quality Improvement, Dentistry  \nKeywords: flipped classroom, online learning, osce, pediatric endodontics, problem-based learning, pulpectomy, quasi-experimental, sdg 4 : quality education, undergraduate dental education  \nIntroduction  \nUndergraduate dental curricula must simultane","cbCaibnggxMu14S8","https://ap.wps.com/l/cbCaibnggxMu14S8","pdf",438357,"English","# Abstract\n## Background\n## Objective\n## Methods\n## Results\n## Conclusions\n# Introduction","[{\"question\":\"What teaching methods were compared for undergraduate pulpectomy training?\",\"answer\":\"The study compared traditional instruction (control) with flipped/blended, problem-based learning (PBL), and online-guided instruction delivered through an SRIHER learning management system (LMS).\"},{\"question\":\"How were knowledge, procedural competence, and satisfaction measured?\",\"answer\":\"Knowledge was assessed using pre- and post-test MCQ questions analyzed with ANCOVA. Procedural competence was assessed via OSCE using a 50-point checklist, and satisfaction was measured with a Likert 1–5 scale across engagement, clarity, confidence, applicability, and overall.\"},{\"question\":\"What were the main findings regarding OSCE performance and competency achievement?\",\"answer\":\"OSCE performance was high and broadly similar across all arms, with overlapping 95% confidence intervals. Competency (defined as ≥60%) was achieved in every arm, with 100% competency (20/20 per group).\"},{\"question\":\"Did satisfaction and knowledge outcomes differ significantly across teaching formats?\",\"answer\":\"Satisfaction was uniformly high across all students and arms, with overall scores at 5/5 and strong ratings across subscales. Knowledge showed modest pre-post improvement, while change scores did not differ significantly between teaching methods (p=0.515).\"}]","Blended Versus Traditional Instruction for Pulpectomy Training - A Quasi-experimental, Multi-arm Study | PDF",1790739202]