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General discussion1197reflecting on their own performance, students refer to experiences that their peers had shared earlier and this seems to comfort them. Although the course evaluations by the students are positive regarding both the revised manual and peer discussion about lessons learned, further evaluation by means of scientific research is important to determine whether the aim of feeling well prepared for clinical practice following graduation has been achieved. Teaching and learning methodsLectures, literature and tutorials Regarding Endodontology, students value small-group discussions on clinical cases and scientific literature with a tutor (chapter 3). At ACTA, the tutorials were scheduled concurrently with the simulated clinical training, and two years after a series of lectures. Although the number of tutorials in the undergraduate education at ACTA has increased (chapter 3), a considerable number of students would like to have even more (chapter 4). Other students seemed satisfied with the increased number of tutorials (chapter 4). Based on our data, it may be recommended to incorporate at least ten tutorials in the endodontic curriculum. Tutorials may be regarded as an active teaching method. Currently, active teaching methods are preferred, since they are more effective to accomplish deeper learning. Providing students with lectures and literature is considered a passive teaching method, which is regarded as outdated (Manogue et al. 2011). However, students still appreciate lectures and literature; only a few students preferred less lectures and literature than they have received (chapter 4). Knowledge is required for learning for deep understanding (Perkins 1991), and lectures and literature may be advantageous and efficient in providing students with the necessary basis of theoretical knowledge in Endodontology (Shao et al.2016). They may, therefore, be preserved in the endodontic curriculum, provided that the education in Endodontology starts with lectures and literature and continues with case-based or problem-based learning. Although a combination of lectures, literature, tutorials, and case-based or problem-based learning may be sufficient to acquire the necessary theoretical knowledge and learning habits, it is not enough for learning Endodontics (ESE 2013). Additional clinical observation, or clinical pictures or videos, and preclinical training – even if it does not perfectly simulate clinical reality – is essential to prepare students for clinical practice (ESE 2013, Chevalier et al. 2021). Annemarie Baaij.indd 119 28-06-2023 12:26