Objectives: The aim of this investigation was to evaluate the effectiveness of e-learning compared with conventional learning in an undergraduate curriculum of fixed prosthodontics. Methods: 35 dental students in their first year of clinical education received weekly lectures in fixed prosthodontics of 45 minutes each over 12 weeks, consisting of theoretical bases in fixed prosthodontics. 6 weeks after lecturing a pre-test was done with all students (n = 35). Consequently two groups - „A“ for e-learning (nA = 18) and „B“ for conventional learning with a printed paper manuscript (nB = 17) - were formed. The A/B-evaluation model, described in Nattestad et al. 2002, was used to compare the effectiveness of both learning methods. Therefore the two groups A and B were again subdivided into subgroups A1, A2 and B1, B2. Both subgroups A1 and B1 were provided with 3 questions from the final exam in order to assess possible increasing learning effect. The subgroups A2 and B2 received the same questions just after the post-test. One week after learning phase an examination was done. Experiences and students' opinions were also collected with a questionnaire. During learning phase all students from group A were using an e-learning environment provided on Internet. The content consisted of 43 pages with text and images. The same content was given to all students from group B in a 43-pages printed paper manuscript. In both groups learning time data was collected for further evaluation. Results: The mean learning time for group B was 5.1 hours with average 6.2 learning phases. Group A spent significantly less time in online learning: 2.5 hours with average 4.4 learning sessions. All pre-test, post-test and examination results were comparably equal. Conclusions: It is concluded from this study that e-learning may save time providing content in an undergraduate dental curriculum.

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