Effectiveness of remote simulation‐based learning for periodontal instrumentation: A non‐inferiority study

Objectives While numerous virtual/remote simulation‐based learning (SBL) modules were implemented due to the COVID‐19 pandemic, limited data on their effectiveness are available. This study aimed to investigate the effectiveness of a remote SBL module for periodontal instrumentation compared to traditional onsite SBL modules. Methods Calibrated faculty members have instructed in all modules. Synchronous remote SBL activities using a secure videoconferencing application, which replaced onsite practices, were conducted in a small group setting in the remote SBL module for the class of 2023. After the class took the onsite second‐year practical examination, a set of multiple and logistic regression analyses (N = 389) were conducted to test if the second‐year practical examination scores and the passing rates were significantly different between the remote SBL (class of 2023) and onsite SBL I and II (class of 2019 and 2022) groups. Results Both mean practical examination score and passing rate from the remote SBL group (class of 2023) were significantly higher than those from the onsite SBL II group (class of 2022) when their first‐year practical examination scores were not considered (p