Comparison of conventional versus differential learning in periodontal scaling

Methods: Thirty-eight preclinical undergraduate students were randomly assigned to a test (differential learning, n = 19, females = 13) and a control group (conventional learning, n = 19, females = 14). Both groups were trained for 25 min daily over 10 days in subgingival scaling and root debridement on periodontitis models presenting either moderate (each n = 9) or severe peri odontitis (each n = 10). Differential learning comprised 20 different movement variations (2/day) without any feedback, while conventional learning was based on repetition and correction of instrument handling and scaling technique. Practical training included subgingival scaling of all tooth types on phantom heads. Practical exams were performed after the training session (t1) and 6 (t2) and 24 weeks (t3) later and comprised subgingival scaling of a mandibular canine and first molar within 4 min. The percentage of cleaned root surfaces was assessed and statistically analysed by mixed effect linear regression models (p < 0.05).