Bridging a curriculum gap : a structured model for integrating head and neck ultrasound training into undergraduate dental education
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Abstract
Introduction
Ultrasonography is increasingly relevant in dental and maxillofacial diagnostics, yet structured training opportunities for dental students remain scarce. This study aimed to develop, implement, evaluate and validate a blended learning head and neck ultrasound (HNUS) curriculum for dental students, guided by the ICAP (Interactive, Constructive, Active, Passive) framework and Kirkpatrick’s evaluation model.
Material and methods
Following Kern’s six-step approach to curriculum development, a prospective quasi-experimental design was applied. Dental students (study group) completed the curriculum and were assessed at three time points (T1: pre-course; T2: Immediate post-course; T3: three-month follow-up). Physicians with prior certified ultrasound training served as a reference group at T2. The intervention combined video-based e-learning modules, lecture notes, anatomy posters, and peer-assisted hands-on training. Primary outcomes were objective knowledge (theory test at T1-T3) and practical performance (Direct Observation of Procedural Skills = DOPS at T2). Secondary outcomes included self-assessed competence, satisfaction, and attitudes toward ultrasound education (7-point Likert scale).
Results
A total of 64 students completed T1–T2, and 21 completed T3 three months after course completion. At T2, students demonstrated significant gains in theoretical knowledge compared to T1 (p < 0.001, d = − 4.1). Although a moderate decline was observed at T3, scores remained substantially above T1 (p < 0.001). In the direct comparison at T2, physicians achieved significantly higher theory test scores than students (p = 0.011). While overall DOPS performance did not differ significantly between students and physicians (p = 0.59), domain-specific variations were observed. Self-assessed competencies increased markedly from T1 to T2 (p < 0.0001), with sustained improvements observed at the three-month follow-up (T3) in the subgroup of participants who completed all assessments Evaluation of curricular components yielded consistently high ratings (mean 6.1–6.5/7), with e-learning and hands-on stations most valued. Students strongly endorsed the integration of ultrasonography into dental curricula and favoured blended learning approaches.
Conclusion
This study provides initial evidence that a structured, ICAP-informed, and Kern’s six-step–guided blended HNUS curriculum for dental students is feasible, effective, and well accepted. Students achieved substantial improvements in theoretical knowledge, practical skills, and self-perceived competencies, approximating physicians’ performance levels overall, with some domain-specific differences. The findings support the curricular integration of ultrasonography into undergraduate dental education.