Periodontology in the classroom: A scoping review of educational strategies and outcomes in dental education

Abstract: Background and Objectives: Periodontology is a crucial component of dental education, focusing on the supporting structures of teeth and the prevention, diagnosis, and treatment of periodontal diseases. This scoping review aims to explore various educational approaches and outcomes related to periodontology, highlighting their effectiveness and identifying areas for improvement. Materials and Methods: A comprehensive search of the PubMed, Education Resource Information Center, and Scopus databases was conducted using the search terms related to dental education, periodontology, and educational methods. Inclusion criteria included original dental education articles that described periodontology as the subject of interest. Twenty-two studies met the inclusion criteria and were included in this scoping review. Results: The studies used a variety of educational methods to teach periodontology, including lecture-based teaching, problem-based learning, simulation-based education, hands-on training, flipped classrooms, and team-based learning. The results suggest that different educational methods have varying levels of effectiveness in achieving knowledge gain, clinical skills, and student satisfaction. Simulation-based education and hands-on training were found to be more effective in improving clinical skills than lecture-based teaching. Conclusion: This scoping review highlights the importance of innovative educational strategies in periodontology, including active learning and blended learning. The findings suggest that a variety of educational methods can be effective in teaching periodontology and that the choice of method depends on the specific learning objectives and outcomes desired. The results of this review can inform the development of effective educational programs in periodontology and highlight the need for further research in this area.