World Journal of Dentistry

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VOLUME 10 , ISSUE 5 ( September-October, 2019 ) > List of Articles


Impact of Methods for Teaching Inferior Alveolar Nerve Block Anesthesia on Dental Students’ Efficiency

Khaled M Mohamed, Fatima M Jadu, Hala M Abdelalim, Amr M Bayoumi, Ahmed M Jan

Keywords : Anesthesia, Dental, Oral surgery

Citation Information : Mohamed KM, Jadu FM, Abdelalim HM, Bayoumi AM, Jan AM. Impact of Methods for Teaching Inferior Alveolar Nerve Block Anesthesia on Dental Students’ Efficiency. World J Dent 2019; 10 (5):374-378.

DOI: 10.5005/jp-journals-10015-1668

License: CC BY-NC 4.0

Published Online: 01-10-2019

Copyright Statement:  Copyright © 2019; The Author(s).


Aim: Several methods are available for teaching local anesthesia (LA) administration to dental students. The aim of this study was to examine the effect of two teaching methods [student-to-student learning and peer-assisted learning (PAL)] on third-year dental students’ efficiency in administering inferior alveolar nerve blocks (IANBs). Materials and methods: After ethical approval, the study was conducted over three academic years (2016–2018). During the first year, the third-year dental students (control group) were taught IANB administration techniques using the student-to-student method. During the second year, a new group of third-year dental students (study group) were taught the IANB administration technique using two methods (student-to-student and PAL). All the students were assessed the following academic year (when the students became fourth-year students) by oral and maxillofacial surgery (OMFS) faculty using six evaluation items. Results: According to the six evaluation criteria, the study group that was taught IANB using the student-to-student and PAL teaching techniques performed superior to their peers in the control group. Three of the six evaluation criteria were statistically significantly different between the two groups of students: recording the dental and medical history (p = 0.018), recognizing the anatomy and the injection procedure (p = 0.004), and assessing the success of the anesthesia (p = 0.026). Conclusion: Combining the student-to-student and PAL teaching techniques for IANB administration resulted in better student efficiency than using only the student-to-student technique. Clinical significance: Peer-assisted learning is an effective teaching method that can be used to enhance the learning experience of dental students who are attempting to master IANB techniques.

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