Evaluation of 6‐Month Knowledge Retention and Satisfaction After Pedagogical Escape Games in Dentistry

Purpose To evaluate 6‐month knowledge retention and long‐term satisfaction after two pedagogical escape games (PEGs) addressing foundational (3D printing) and clinical (pediatric dentistry) content in a dental curriculum. Methods In this monocentric serial cross‐sectional study, immediate post‑PEG knowledge was assessed in fifth‑year dental students using two 16‑item true/false tests on 3D printing and pediatric dentistry ( n = 176 and n = 190, respectively). Delayed knowledge was assessed 6 months later using the same tests in independent cohorts of sixth‑year students who had previously completed the same PEGs ( n = 106 and n = 116). A five‑item Likert‑scale questionnaire completed by sixth‑year students ( n = 127) captured long‑term satisfaction and perceived educational value. Between‐cohort comparisons used Wilcoxon rank‐sum tests. Results Knowledge scores declined for 3D printing (13.83 ± 2.19 vs. 12.13 ± 1.89/16, p < 0.05) and remained stable for pediatric dentistry (13.23 ± 1.61 vs. 12.92 ± 1.54/16, p > 0.05). Losses in 3D‑printing knowledge were concentrated on conceptual and procedural items. Delayed satisfaction remained high, with strong lasting impressions of the PEGs, perceived learning benefits, improved perception of the disciplines, and a clear desire for more PEGs in the curriculum. Conclusion Six‑month knowledge retention differed by domain, likely reflecting routine clinical reinforcement for pediatric dentistry and lack of downstream rehearsal for 3D printing. Embedding brief spaced refreshers for foundational topics and relying on clinical exposure for consolidation of clinical content may help sustain learning over time. Findings support integration of PEGs with follow‐up.