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Ab s t r Ac t Aim: Several methods are available for teaching local anesthesia (LA) administration to dental students. The aim of this study was to examine the effect of two teaching methods [student-to-student learning and peer-assisted learning (PAL)] on third-year dental students’ efficiency in administering inferior alveolar nerve blocks (IANBs). Materials and methods: After ethical approval, the study was conducted over three academic years (2016–2018). During the first year, the thirdyear dental students (control group) were taught IANB administration techniques using the student-to-student method. During the second year, a new group of third-year dental students (study group) were taught the IANB administration technique using two methods (student-tostudent and PAL). All the students were assessed the following academic year (when the students became fourth-year students) by oral and maxillofacial surgery (OMFS) faculty using six evaluation items. Results: According to the six evaluation criteria, the study group that was taught IANB using the student-to-student and PAL teaching techniques performed superior to their peers in the control group. Three of the six evaluation criteria were statistically significantly different between the two groups of students: recording the dental and medical history (p = 0.018), recognizing the anatomy and the injection procedure (p = 0.004), and assessing the success of the anesthesia (p = 0.026). Conclusion: Combining the student-to-student and PAL teaching techniques for IANB administration resulted in better student efficiency than using only the student-to-student technique. Clinical significance: Peer-assisted learning is an effective teaching method that can be used to enhance the learning experience of dental students who are attempting to master IANB techniques.

Impact of Methods for Teaching Inferior Alveolar Nerve Block Anesthesia on Dental Students’ Efficiency