Bridging Theory and Practice in Periodontal Education: Implementation and Evaluation of the PERIO‐Blended Learning Framework

Background Periodontal disease is a common chronic inflammatory condition that poses a significant threat to global oral health. Effective periodontal education is crucial for preparing future clinicians to manage this widespread condition. Traditional teaching methods, however, often fail to bridge the gap between theoretical knowledge and practical skills. Objectives This study aimed to evaluate the effectiveness of the PERIO framework – a structured blended learning model specifically designed for periodontic practical training – in enhancing student satisfaction, learning outcomes and engagement in a periodontics course. Methods A total of 113 third‐year dental students participated in the study, but after data cleaning, 112 valid responses were retained. A mixed‐methods approach was employed, including quantitative assessments using four validated scales – satisfaction, engagement, flow state and learning process – which were adapted to fit the specific research objectives. The reliability of these scales was assessed using Cronbach's alpha, with values ranging from 0.933 to 0.982. Qualitative feedback was collected through open‐ended questions and analysed to identify recurring themes. Results Students trained under the PERIO framework exhibited higher levels of satisfaction, engagement and practical competence. Participants reported improved understanding of periodontal concepts and increased confidence in applying theoretical knowledge in clinical settings. Conclusion The PERIO framework provides a scalable solution for improving periodontal education by effectively integrating theory and practice. The findings contribute to the growing body of literature on innovative dental education methods, demonstrating the potential of structured, student‐centred frameworks to enhance clinical training outcomes.