Student Perspectives on the Efficacy of Hybrid Simulation Laboratory Teaching‐Practicing Modules

Introduction This study examined dental students' perspectives on a hybrid simulation‐laboratory (sim‐lab) course for ultrasonic supragingival scaling. Materials and Methods An interactive online system facilitated the course for second‐year dental students from 23 colleges. The curriculum encompassed demonstrations of ultrasonic scaling techniques, coupled with opportunities for students to pose inquiries and engage in remotely guided practice sessions. Upon course completion, an anonymous survey was administered, and the collected data were analysed using Pearson correlation coefficient analysis. Responses to the open‐ended question were tabulated and visualised through word clouds. Results A total of 529 students participated, yielding 516 valid questionnaires. The majority of students (492) expressed a willingness to engage in online courses during their free time, with a mean score of 3.295 ± 0.577. Similarly, 511 students reported satisfaction with the course content selection, achieving a mean score of 3.490 ± 0.549. Furthermore, 505 students concurred that remote guidance was instrumental in refining their practical skills, scoring a mean score of 3.669 ± 0.529. Notably, only a minority of participants (0.78%, 0.78% and 0.39%, respectively) strongly disagreed with these assertions. A robust correlation was observed between satisfaction with the course content selection and improvements in practical skills ( r = 0.541, p < 0.001). Conversely, students' willingness to study or explore online courses in their leisure time exhibited a weaker correlation with practical skill improvements ( r = 0.269, p < 0.001). Conclusion The findings of this study underscore the overwhelming acceptance of the hybrid sim‐lab course among dental students and its potential to elevate their educational journey.