Technology-Enabled Active Learning: Assessment of Dentistry Students’ Perception of Digital Prosthodontic Workflow

Background/Objectives: Adoption of digital dentistry into curricula by higher education institutions has become mandatory. Implementing changes in stringent and crowded curricula requires meaningful evaluation. The current study aimed to assess the psychometric properties of an adapted Technology-Enabled Active Learning (TEAL) questionnaire on students’ perception of integrating a digital workflow in the undergraduate curriculum, and to evaluate students’ perception of benefits of computer-aided design/computer-aided manufacturing (CAD/CAM) in dentistry. Methods: Dental students engaged in hands-on experience in digital fabrication of a dental crown. The study was conducted in two stages in consecutive years as follows. Stage 1: Validation of the adapted TEAL questionnaire in an Australian dental school with 110 undergraduate (UG) students. Content and construct validity were assessed using mixed methods. Reliability was ensured with Cronbach’s Alpha. Stage 2: Qualitative and quantitative analysis of students’ perception on implementation of digital workflow with 140 students using the adapted TEAL questionnaire. Results: The Content Validity Index for the adapted TEAL questionnair