Bridging a curriculum gap : a structured model for integrating head and neck ultrasound training into undergraduate dental education

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.