Educational outcomes associated with a project-driven offline–chairside–digital teaching model in undergraduate pediatric dentistry: a controlled quasi-experimental study

Background Project-driven learning and digital technologies have become increasingly essential in dental education to bridge the gap between theoretical instruction and clinical practice. Traditional teaching in the comparator cohort relied primarily on lectures, laboratory simulation, and clinical observation, whereas the intervention cohort received an integrated project-driven model combining offline instruction, chairside clinical exposure, and digital workflows. This study aimed to evaluate the educational outcomes associated with this integrated teaching model in undergraduate pediatric dentistry. Methods A controlled quasi-experimental study was conducted among 246 fourth-year dental students from the 2020–2021 cohorts at the Xi'an Jiaotong University, Air Force Military Medical University and Xuzhou Medical University. The 2020-entry cohort received traditional instruction in 2024 ( n = 121), whereas the 2021-entry cohort received the three-step teaching method in 2025 ( n = 125). The intervention incorporated two clinical projects involving digitally designed and 3D-printed space maintainers and metal splints. Course scores, clinical performance, self-reported proficiency, and student feedback were compared between cohorts. Results The 2021 cohort achieved higher overall course grades (88 vs. 85) and a numerically more favorable grade distribution, with higher rates of “excellent” (13% vs. 7%) and “good” (45% vs. 42%) and lower “fail” (4% vs. 5%). Clinical skills performance improved across all five core procedures, with the most notable improvements in metal preformed crown restoration (excellent from 26% to 34%) and pulpectomy of primary teeth (fail from 5% to 1%). Student feedback indicated that the three-step method improved learning motivation, clinical confidence, and professional skills, while also identifying the need for more digital practice time and better equipment access. Conclusion The project-driven offline–chairside–digital teaching model was associated with improved clinical performance, learning outcomes, and student engagement in undergraduate pediatric dentistry education. This approach may provide an effective framework for integrating project-based learning and digital dentistry within competency-based curricula.