This trial aimed to evaluate the influence of two educational methods on students’ ability to remove artificial carious dentine. Traditional lecture and lecture plus a live
demonstration of artificial carious tissue removal were compared in a blind two parallel-group design. Twenty-six students were randomly divided into two groups, and
their skills were evaluated according to the following criteria: time spent on the dentine
excavation procedure (in min), students’ perceived confidence in conducting the procedure(graded assessed on a scale from 0 to 10), and the outcome of artificial carious
tissue removal, evaluated by measuring the residual dyed artificial carious dentine layer(in lm). Statistical analyses were carried out using a t-test to compare the students’confidence and time spent on the procedure, and a two-way ANOVA was used to
compare residual artificial decayed dentine with educational methods and tooth region
(incisal, medium, and cervical thirds) as factors. There were no differences between the methods regarding excavation time (P = 0.898) and students’ confidence (P = 0.382).
The residual artificial carious dentine results showed that the educational method
(P < 0.001) and cavity region (P < 0.001) were statistically significant...