Morbeck Dos Santos Leal, Ilana Dantas Neves, Atson Carlos de Souza Fernandes, Alena Ribeiro Alves Peixoto Medrado
The MAM-based methodology was significantly more effective than theoretical instruction alone in promoting cognitive learning. The integration of theory and practice was the key factor underlying its effectiveness.
OBJECTIVE: To evaluate the effectiveness of the multifunctional analog model (MAM) as a teaching-learning tool for developing cognitive skills in dental implantology among undergraduate students.
MATERIALS AND METHODS: This randomized educational trial included 115 students allocated into three groups: group A (theoretical instruction), group B (theoretical instruction plus laboratory practice), and group C (laboratory practice only). Learning was assessed using a five-item objective questionnaire administered before and after the intervention. Students' perceptions were evaluated through two open-ended questions.
RESULTS: The percentage of correct answers increased from 33.3% (SD 17.4) to 55.4% (SD 26.1) in group A, from 28.2% (SD 20.4) to 76.9% (SD 20.8) in group B, and from 23.8% (SD 18.2) to 77.3% (SD 17.7) in group C. Posttest performance was significantly higher in groups B and C compared with group A (p < 0.05), with no significant difference between groups B and C. Most participants (99.2%) preferred the applied methodology over traditional lectures, with integration of theory and practice identified as the most relevant aspect (31.9%).
CONCLUSION: The MAM-based methodology was significantly more effective than theoretical instruction alone in promoting cognitive learning. The integration of theory and practice was the key factor underlying its effectiveness.