The aim of this study was to verify whether stepwise teaching approach is more effective than traditional teaching method in scaling and root planning (SRP) training.

Forty undergraduate dental students from Guanghua School of Stomatology, Sun Yat-sen University were assigned randomly into 2 groups. The curriculum comprises standard position of patient and operator, offset blade identification, instrument grasp and finger rest as well as instrument activation. In traditional teaching group, students were given a lecture and a demonstration, and then they were allowed to practice SRP on a patient simulator. For stepwise teaching group, the curriculum was carried out in four steps. Students were allowed to practice right after teacher′s lecture and demonstration in each step. After training, students were asked to perform SRP on 2 artificial teeth within 30 minutes. Students′ performance was scored by 3 experts using a standardized scale. The scores of two groups were analyzed using independent-samples t-test.

There was a significant difference between the total score of traditional teaching group and that of stepwise teaching group (52.1±18.5 vs 71.7±9.3, t = -4.3, P<0.001) . Analysis of subscale scores showed that step-by-step teaching improved students′ performance in terms of neutral position of patient and doctor (P = 0.020) , choosing Gracey curette properly (P<0.001) , angulation of curette during subgingival insertion (P = 0.029) , activation of stroke (P = 0.007) and avoiding gingival injury (P = 0.001) .

Stepwise teaching approach produced better results than traditional method in terms of SRP training in undergraduate dental students.