Enhancing Tooth Reduction Skill in Fixed Prosthodontics Using Case-Based Learning Among Dental Students: A Quasi-Experimental Study

Enhancing Tooth Reduction Skill in Fixed Prosthodontics Using Case-Based Learning Among Dental Students: A Quasi-Experimental Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Enhancing Tooth Reduction Skill in Fixed Prosthodontics Using Case-Based Learning Among Dental Students: A Quasi-Experimental Study shaimaa omar, Asmaa Aly Eldesouky, Eman Badawy Konsowa, Hanan mosbah El Fakharany, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8598969/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 8 You are reading this latest preprint version Abstract Background: Developing proficiency in tooth preparation is a primary objective in undergraduate dental education. Traditional teacher-centered lectures are often used to impart a significant volume of information to a large number of students. In contrast, Case-Based Learning (CBL) offers an interactive, student-centered approach designed to utilize real-life clinical scenarios to promote deeper understanding and reflective thinking. Objectives: This study aimed to evaluate the effectiveness of CBL compared to traditional lecture-demonstration methods in enhancing the foundational knowledge and practical tooth reduction skills of dental students in fixed prosthodontics Materials and Methods: A quasi-experimental study was conducted at the Faculty of Dentistry, Tanta University, involving 60 second-year dental students. Participants were assigned to an experimental group (n=30) receiving four weekly 90-minute CBL sessions and a control group (n=30) receiving traditional lectures and clinical demonstrations. Outcomes were measured using a 10-item multiple-choice pre-test and post-test for knowledge, and technical performance was evaluated using a validated analytic rubric to score tooth preparations on typodont models. Results: Baseline pre-test scores showed no significant difference between the two groups (P=.753), indicating comparable initial knowledge. Following the intervention, the CBL group achieved a significantly higher mean score on the post-test (9.17 ± 1.02) compared to the control group (7.73 ± 1.96). Furthermore, the CBL group demonstrated superior practical performance with a significantly higher mean score (33.9 ± 2.68) than the control group (28.83 ± 1.84). Conclusion: CBL significantly enhances both foundational knowledge and practical tooth reduction skills compared to traditional teaching methods. These findings support the integration of case-based interactive activities into the preclinical dental curriculum to better prepare students for clinical practice Trial registration: Trial registration: ClinicalTrials.gov, NCT07393724, registered on 6 February 2026 (Retrospectively registered). Case-Based Learning Fixed Prosthodontics Dental Education Tooth Preparation Preclinical Skills Full Text Additional Declarations No competing interests reported. Supplementary Files questions.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviewers agreed at journal 08 Mar, 2026 Reviews received at journal 06 Mar, 2026 Reviewers agreed at journal 06 Mar, 2026 Reviewers invited by journal 06 Mar, 2026 Editor assigned by journal 04 Mar, 2026 Editor invited by journal 08 Feb, 2026 Submission checks completed at journal 08 Feb, 2026 First submitted to journal 08 Feb, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8598969","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":602592296,"identity":"e507d434-b6b4-4d07-81f9-b6d7c67cb47c","order_by":0,"name":"shaimaa omar","email":"","orcid":"","institution":"Tanta University","correspondingAuthor":false,"prefix":"","firstName":"shaimaa","middleName":"","lastName":"omar","suffix":""},{"id":602592298,"identity":"8c81af0e-15fc-4285-a3ad-b4e83d1711ae","order_by":1,"name":"Asmaa Aly Eldesouky","email":"","orcid":"","institution":"Menoufia 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Traditional teacher-centered lectures are often used to impart a significant volume of information to a large number of students. In contrast, Case-Based Learning (CBL) offers an interactive, student-centered approach designed to utilize real-life clinical scenarios to promote deeper understanding and reflective thinking.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjectives:\u003c/strong\u003e This study aimed to evaluate the effectiveness of CBL compared to traditional lecture-demonstration methods in enhancing the foundational knowledge and practical tooth reduction skills of dental students in fixed prosthodontics\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaterials and Methods:\u003c/strong\u003e A quasi-experimental study was conducted at the Faculty of Dentistry, Tanta University, involving 60 second-year dental students. Participants were assigned to an experimental group (n=30) receiving four weekly 90-minute CBL sessions and a control group (n=30) receiving traditional lectures and clinical demonstrations. Outcomes were measured using a 10-item multiple-choice pre-test and post-test for knowledge, and technical performance was evaluated using a validated analytic rubric to score tooth preparations on typodont models.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults:\u003c/strong\u003e Baseline pre-test scores showed no significant difference between the two groups (P=.753), indicating comparable initial knowledge. Following the intervention, the CBL group achieved a significantly higher mean score on the post-test (9.17 ± 1.02) compared to the control group (7.73 ± 1.96). 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