Background: Considering the importance of learning and student’s satisfaction and lack of sufficient background in effective methods of learning, this study aimed to compare the practical-theoretical teaching method with theoretical-practical method along with student’s satisfaction.
Materials and methods: This study was carried out through crossover clinical trial research method in two stages on 40 fourth-year dental students. The students were randomly divided in two groups (A and B). In the first stage of this research 5 lesions including (pyogenic granuloma, lichenplanus, leukoplakia, squamous cell carcinoma, and necrotizing ulcerative gingivitis) were taught to (A) group through practical-theoretical teaching method and were taught to (B) group through theoretical-practical method. In the second stage 5 other lesions including (recurrent aphthous stomatitis, herpangina, hand-foot-mouth disease, erythema multiforme, acute lympho nodular pharyngitis) with the same difficulty in learning were taught with replacement of two groups. At the end an exam including multiple choice test, pictures and slides consisting of 50% of the overall score was taken from the subjects. Learning and satisfaction were analyzed by using t-test.
Results: This study consisted of 33 (82.5%) females and 23 (17.5%) males. The gained mark in group (A) in practical questions was 5.66±1.12 and in group (B) was 4.83±1.33, which was statistically significant (P<0.05). Students satisfaction was not statistically significant between two groups (p>0.05).
Conclusion: It seems that regardless of the teaching method, coordinating the method with the subject is a great importance in educating either oral medicine or other subjects in dental education.