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Introduction <p>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.</p> Material and methods <p>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).</p> Results <p>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 (<i>p</i> &lt; 0.001, d = − 4.1). Although a moderate decline was observed at T3, scores remained substantially above T1 (<i>p</i> &lt; 0.001). In the direct comparison at T2, physicians achieved significantly higher theory test scores than students (<i>p</i> = 0.011). While overall DOPS performance did not differ significantly between students and physicians (<i>p</i> = 0.59), domain-specific variations were observed. Self-assessed competencies increased markedly from T1 to T2 (<i>p</i> &lt; 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.</p> Conclusion <p>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.</p>

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

  • 期刊论文

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  • 发表日期：

    2026年1月7日

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  • Johannes Weimer,
  • Alexa Lippe,
  • Marie Brandt,
  • Maximilian Rink,
  • Lisa Morlock,
  • Julian Künzel,
  • Luisa Symeou,
  • Liv Weimer,
  • Christoph Sproll,
  • Holger Buggenhagen,
  • Lukas Müller,
  • Lukas Pillong,
  • Moritz Knebel,
  • Marie Stäuber,
  • Rainer Mengel,
  • Oliver Kripfgans,
  • Julia Weinmann-Menke,
  • Anke Hollinderbäumer,
  • Florian Recker,
  • Bilal Al-Nawas

摘要

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.