Self-instruction in dental education: 1960-1980

Abstract

An extensive, critical review of the dental education literature of the last two decades, related to self-instruction, reveals that this method is capable of significantly increasing cognitive knowledge in a shorter period of time and with increased student satisfaction, compared to conventional instructional methods. Suggestions for more detailed investigation of self-instructional techniques, and the need to develop a more integrated curriculum using self-instructional materials, small group interaction, and formal lectures are presented.