Introduction

To promote lifelong learning, dental specialists should be able to evaluate and integrate emerging trends into an evidence based clinical practice. For this reason, the development of scientific communication skills has become highly necessary.

Objective

The main objective of this study was to relate the change in the self-perceived competence in science communication with the level of satisfaction with a blended learning (b-learning) methodology used by students of a dental specialization program.

Method

A course was designed to support the development of scientific communication skills using information and communication technologies (ICT). The effectiveness of the learning strategy was evaluated by comparing the students’ self-perceived levels of scientific communication skills at the beginning and at the end of the course. Student satisfaction with the learning strategy and the relationship between satisfaction and the effectiveness of the strategy were also studied.

Results

The students showed an increase in their self-perceived scientific communication skills at the end of the course (P < .001). Participants were satisfied with the strategy. Statistically significant relationships were found in the difference of the self-perceived scientific communication skills before and after the course, and the dimensions of b-learning strategy satisfaction questionnaire (P < .05).

Conclusions

B-learning is an effective strategy for the development of scientific communication skills in these dental specialty students. The students express high levels of satisfaction with the b-learning strategy, which is also related to its effectiveness.