Blended learning in dental education: a scoping review

Abstract

Background: Blended learning (BL), combining face-to-face and online instruction, gained momentum post-COVID-19. Its application is limited in dental education, although it has been widely accepted in medical education. BL provides a flexible, student-centred approach to enhance learning effectiveness owing to the dual focus on the theoretical and clinical skills.

Objective: This scoping review explores the implementation, design, advantages, and challenges of blended learning in dental education, offering a broad evaluation of its effectiveness across specialties and academic levels.

Methodology: PRISMA-ScR guidelines and Arksey and O’Malley’s five-stage framework were followed for this review. A comprehensive literature search was conducted across databases like PubMed, Scopus, and ScienceDirect using keywords such as “blended learning,” “hybrid education,” and “dental education.” Out of 356 retrieved articles, only 30 peer-reviewed studies published between 2015 and 2024 met the inclusion criteria and were included for present scoping review analysis.

Results: Findings reveal widespread global adoption of BL in dental education, with consistent positive perceptions among students and faculty. BL significantly improved academic performance and satisfaction in disciplines such as oral surgery, orthodontics, pharmacology, and endodontics. Hands-on skills like tooth carving and local anesthesia demonstrated enhanced outcomes through video-assisted and hybrid modules. However, challenges such as limited faculty training, digital infrastructure gaps, and resistance to pedagogical change were noted.

Conclusion: Blended learning is an important addition and not a substitute, to traditional dental education. It can improve access, student involvement, and learning modules thus helping to prepare a better dental education curriculum for the future.