Enhancing Dental Wax-Up Skills: the Role of Hybrid Learning and Reflective Writing in Preclinical Students

Objectives: This study aimed to evaluate the impact of a hybrid learning approach on the quality of dental wax-up projects among first-year preclinical Saudi female students. It also assessed the effectiveness of a reflective writing assignment, following instructional YouTube videos, in improving students' wax-up performance.
Methods: Thirty-five first-year preclinical Saudi female students enrolled in a dental anatomy course participated in the study. They were provided with four YouTube videos demonstrating wax-up procedures for posterior teeth. After completing wax-up exercises on the upper and lower first premolars, students were required to write a reflective paper on their learning experience. The reflective papers were graded, and students subsequently completed additional wax-up projects on the upper and lower first molars. Pre- and post-reflection wax-up grades were compared using Student's paired t-test. The quality of the wax-ups was evaluated by two double-blinded examiners using a standardized rubric, and inter- and intra-examiner reliability was assessed with the Kappa test.
Results: A comparison of pre- and post-reflection wax-up scores revealed a statistically significant improvement in student performance (mean scores: pre-reflection 7.9, post-reflection 9.0, t=-7.33, p<0.001). The 95% confidence interval for the difference in mean scores was -1.44 to -0.81, indicating significant improvement. Data analysis confirmed normal distribution, with high inter- and intra-examiner reliability.
Conclusions: The integration of reflective writing assignments and hybrid learning in the dental anatomy course significantly enhanced students' wax-up skills. The findings suggest that reflective assignments, when combined with instructional videos, are effective in improving practical skills in dental education. This approach provides a valuable pedagogical tool for enhancing student outcomes, particularly in challenging learning environments.