Guided discovery learning: A follow-up study of try-it-yourself surgery and subsequent video-assisted teaching for oral surgical skills training.

INTRODUCTION: The purpose of this follow-up study was to assess the effects of discovery learning and subsequent standardised teaching on students' advanced dental surgical skills. MATERIALS AND METHODS: A total of 29 dental students who had no theoretical education on the Rehrmann flap were included in the skills training programme. Without prior teaching, the students were initially asked to perform a discovery surgery with a subsequent multiple-choice test (MCT) on the first day. This was followed by a video-assisted teaching lecture. On the same day and after 122 days, the surgery and MCT were repeated. Aside from the practical and theoretical assessment forms, the training was evaluated by the students themselves. RESULTS: Regarding the evaluation of surgery (EOS), significant improvements were measured between the first surgery and the second and third surgeries (p > .001). In addition, the theoretical test scores showed significant improvements after the first test when compared with the second (p = .004) and third tests (p < .001). For both assessments, no significant difference was found between the second and third attempts. The MCT and EOS in the second and third attempts strongly correlated (r = .77 and r = .71 respectively). CONCLUSION: The dental students in this study successfully learned a complex oral surgical procedure, the Rehrmann flap technique, for closing oro-antral communications. The participants indicated their high satisfaction with the teaching approach. After 122 days of follow-up, their practical and theoretical test scores remained high and presented no significant difference, which suggests that the newly learnt individual skills were retained.