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Objective <p>To compare 12-month outcomes in knowledge retention, self-efficacy, and autonomous clinical practice between dental students trained through anesthesiologist-led experiential and simulation-based learning and those receiving traditional theory-based instruction in medical risk management (including medical history-taking, vital signs monitoring, and safe local anesthetic use).</p> Methods <p>A cohort of 192 fourth-year dental students from two consecutive academic years participated. Group T (<i>n</i> = 100) received conventional lecture-based instruction, while Group AL (<i>n</i> = 92) underwent specialist-led active learning with real patient encounters and peer role-play simulations. Twelve months post-training, students’ theoretical knowledge, self-reported independent clinical practice, and confidence in managing high-risk patients autonomously were evaluated using a structured assessment tool. Statistical analyses included Mann–Whitney <i>U</i> and Chi-square tests, with <i>p</i> &lt; 0.05 considered significant.</p> Results <p>Students in the anesthesiologist-led active learning group demonstrated significantly higher retention of theoretical knowledge regarding medical history-taking, vital signs monitoring, and patient-specific maximum safe local anesthesia dosing. They also reported greater autonomous clinical practice during their fifth-year training (vital monitoring: 46.7% vs. 3%, <i>r</i> = 0.512; maximum safe local anesthetic dose calculation: 82.6% vs. 44%, <i>r</i> = 0.744) and higher confidence in independently managing high-risk patients (46.7% vs. 6%, <i>r</i> = 0.467; all <i>p</i> &lt; 0.0001) compared with the theory-based group.</p> Conclusions <p>Anesthesiologist-led experiential and simulation-based active learning was associated with improved 12-month knowledge retention, self-efficacy, and autonomous clinical performance in dental students. These findings support the potential educational value of interdisciplinary, specialist-led active learning approaches in promoting patient safety and clinical preparedness in dental education.</p>

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Long-term impact of anesthesiologist-led active learning on dental students’ clinical autonomy in medical risk management and patient safety: a 12-month prospective cohort study

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  • 发表日期：

    2026年5月28日

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摘要

Objective

To compare 12-month outcomes in knowledge retention, self-efficacy, and autonomous clinical practice between dental students trained through anesthesiologist-led experiential and simulation-based learning and those receiving traditional theory-based instruction in medical risk management (including medical history-taking, vital signs monitoring, and safe local anesthetic use).

Methods

A cohort of 192 fourth-year dental students from two consecutive academic years participated. Group T (n = 100) received conventional lecture-based instruction, while Group AL (n = 92) underwent specialist-led active learning with real patient encounters and peer role-play simulations. Twelve months post-training, students’ theoretical knowledge, self-reported independent clinical practice, and confidence in managing high-risk patients autonomously were evaluated using a structured assessment tool. Statistical analyses included Mann–Whitney U and Chi-square tests, with p < 0.05 considered significant.

Results

Students in the anesthesiologist-led active learning group demonstrated significantly higher retention of theoretical knowledge regarding medical history-taking, vital signs monitoring, and patient-specific maximum safe local anesthesia dosing. They also reported greater autonomous clinical practice during their fifth-year training (vital monitoring: 46.7% vs. 3%, r = 0.512; maximum safe local anesthetic dose calculation: 82.6% vs. 44%, r = 0.744) and higher confidence in independently managing high-risk patients (46.7% vs. 6%, r = 0.467; all p < 0.0001) compared with the theory-based group.

Conclusions

Anesthesiologist-led experiential and simulation-based active learning was associated with improved 12-month knowledge retention, self-efficacy, and autonomous clinical performance in dental students. These findings support the potential educational value of interdisciplinary, specialist-led active learning approaches in promoting patient safety and clinical preparedness in dental education.