European journal of dental education : official journal of the Association for Dental Education in Europe · 2026
Assessment of Knowledge Levels in a Blended-Learning CPD Programme in Periodontology: A Cross-Sectional Comparative Study.
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Peikert S A, Wiegel S V, Blank J, Woelber J P, Ratka-Krüger P
Аннотация
INTRODUCTION: Medicine is evolving rapidly, requiring continuous education for dentists, particularly in periodontology. Particularly due to the high prevalence of periodontal diseases, treatment needs remain high. While several continuing education programmes are available, outcome assessments are rarely reported. This study compared the knowledge levels of participants from different continuing education formats in periodontology.
MATERIALS AND METHODS: An exploratory study was conducted with postgraduate Master Periodontology students (group 1) and Curriculum graduates (group 2). Participants completed a fictive patient case covering key periodontal topics. Eleven topics were covered, addressing all areas of treatment. A total of 53 points could be achieved, with one point given for each correct answer. Data were analysed using one-way ANOVA and Scheffé-method (p < 0.05).
RESULTS: A total of 58 dentists with 32 Master graduates (20 male, 12 female) and 26 Curriculum graduates (11 male, 15 female) could be recruited. Master graduates scored significantly higher than Curriculum graduates in patient case questions regarding anamnesis (p = 0.001), link of periodontitis and general diseases (p < 0.001), oral microbiology (p < 0.001), non-surgical therapy (p = 0.034), adjunctive therapy (p = 0.001), oral mucosal disease (p = 0.002) and implant therapy (p < 0.001).
CONCLUSION: The results demonstrate that the blended-learning approach effectively enhanced participants' knowledge, facilitating the transfer of theory to practice. The additional effort led to better therapeutic decisions, underscoring its impact on clinical practice.
MATERIALS AND METHODS: An exploratory study was conducted with postgraduate Master Periodontology students (group 1) and Curriculum graduates (group 2). Participants completed a fictive patient case covering key periodontal topics. Eleven topics were covered, addressing all areas of treatment. A total of 53 points could be achieved, with one point given for each correct answer. Data were analysed using one-way ANOVA and Scheffé-method (p < 0.05).
RESULTS: A total of 58 dentists with 32 Master graduates (20 male, 12 female) and 26 Curriculum graduates (11 male, 15 female) could be recruited. Master graduates scored significantly higher than Curriculum graduates in patient case questions regarding anamnesis (p = 0.001), link of periodontitis and general diseases (p < 0.001), oral microbiology (p < 0.001), non-surgical therapy (p = 0.034), adjunctive therapy (p = 0.001), oral mucosal disease (p = 0.002) and implant therapy (p < 0.001).
CONCLUSION: The results demonstrate that the blended-learning approach effectively enhanced participants' knowledge, facilitating the transfer of theory to practice. The additional effort led to better therapeutic decisions, underscoring its impact on clinical practice.