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Background <p>Musculoskeletal disorders are a major occupational health issue for dental professionals. Traditional ergonomics training is ineffective for achieving mastery of its principles. This study evaluated the effectiveness of the experiential ergonomics course incorporating dental operating microscopes, using Kirkpatrick’s levels 1 and 2.</p> Methods <p>This study conducted a pretest-posttest study with a single group of 103&#xa0;second-year dental undergraduates from Wuhan University, who completed an experiential ergonomic learning program. The course was designed based on Kolb’s cycle, using dental operating microscope as a key tool. Participants completed researcher-developed pre- and post-course questionnaires featuring 5-point Likert scales, multiple-choice, and binary-response items to assess changes in knowledge, attitudes, and satisfaction. Practical skills were evaluated using the Dental Ergonomics Assessment (DEA) rubric. Data were analyzed using paired-sample t-tests, one-sample t-tests, McNemar’s test, and Spearman’s correlation, with a significance level of <i>p</i> &lt; 0.05.</p> Results <p>Of the 103 enrolled students, 89 completed matched pre- and post-course assessments. The curriculum led to significant improvements in students’ ergonomic knowledge (<i>p</i> &lt; 0.001) and their attitudes toward the importance of ergonomics for pain prevention. Post-course ergonomic performance was favorable (overall DEA score: 1.45), and this objective performance showed a strong negative correlation with the belief in ergonomics’ effectiveness (<i>r</i> = -0.624, <i>p</i> &lt; 0.001). Participant feedback was exceptionally positive, with 100% satisfaction regarding course content.</p> Conclusions <p>The microscope-based experiential learning course improved dental students’ ergonomic knowledge, attitudes, and postural performance. The strong correlation between competency and conviction supports the view that this approach effectively synchronizes theory with practice.</p>

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Can experiential learning boost dental ergonomics? evaluating a microscope-based curriculum through Kirkpatrick’s model

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月28日

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  • Zimeng Li,
  • Yanlin Xia,
  • Yujie Chen,
  • Cui Huang,
  • Shanshan Liang

摘要

Background

Musculoskeletal disorders are a major occupational health issue for dental professionals. Traditional ergonomics training is ineffective for achieving mastery of its principles. This study evaluated the effectiveness of the experiential ergonomics course incorporating dental operating microscopes, using Kirkpatrick’s levels 1 and 2.

Methods

This study conducted a pretest-posttest study with a single group of 103 second-year dental undergraduates from Wuhan University, who completed an experiential ergonomic learning program. The course was designed based on Kolb’s cycle, using dental operating microscope as a key tool. Participants completed researcher-developed pre- and post-course questionnaires featuring 5-point Likert scales, multiple-choice, and binary-response items to assess changes in knowledge, attitudes, and satisfaction. Practical skills were evaluated using the Dental Ergonomics Assessment (DEA) rubric. Data were analyzed using paired-sample t-tests, one-sample t-tests, McNemar’s test, and Spearman’s correlation, with a significance level of p < 0.05.

Results

Of the 103 enrolled students, 89 completed matched pre- and post-course assessments. The curriculum led to significant improvements in students’ ergonomic knowledge (p < 0.001) and their attitudes toward the importance of ergonomics for pain prevention. Post-course ergonomic performance was favorable (overall DEA score: 1.45), and this objective performance showed a strong negative correlation with the belief in ergonomics’ effectiveness (r = -0.624, p < 0.001). Participant feedback was exceptionally positive, with 100% satisfaction regarding course content.

Conclusions

The microscope-based experiential learning course improved dental students’ ergonomic knowledge, attitudes, and postural performance. The strong correlation between competency and conviction supports the view that this approach effectively synchronizes theory with practice.