A Computer‐Assisted Training Approach for Performing and Charting Periodontal Examinations: A Retrospective Study

Abstract

The aim of this study was to retrospectively investigate the development of a model-based, computer-assisted training approach for performing and charting periodontal examinations in a dental clinic in Germany. The study was initiated in summer semester 2013 and repeated in two consecutive semesters (S1: 44 students, S2: 48 students, and S3: 61 students) because technical features were introduced (S2: feedback and time control; S3: input control). In each semester, new dental students who had never performed periodontal examinations participated. Students were divided into two groups and received intense training at different time points. Agreement levels were calculated at baseline, after the first group received training, and after the second group received training. Comparisons were also made among the semesters. All 153 enrolled students in the three semesters participated. The results showed that probing depth accuracy significantly decreased in S1 from baseline to training completion (79.9% to 74.5%), and the probing depth accuracy significantly increased in S2 (76.1% to 78.9%) and S3 (77.2% to 82.3%). The students who received intense training at a late stage of the tutorial showed greater improvement, especially in the case of S3. Small changes in accuracy were observed for recession (S1: 94.5% to 96.1%; S2: 93.8% to 93.9%; S3: 95.4% to 96.6%). Accuracy for furcation involvement improved significantly in S1 (46.1% to 52.0%), S2 (46.8% to 59.7%), and S3 (44.2% to 58.3%); the improvements occurred when the students received intense training. The time taken for periodontal examination decreased significantly for S2 (23.6 to 14.2 min) and S3 (25.7 to 13.9 min). This study found that when feedback was provided, the students' periodontal examinations improved in accuracy and duration.

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

“…[12][13][14] However, 2 other studies concluded that although students had a positive reaction to TEL, they still preferred the traditional learning methodology. [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32] All 7 studies assessed knowledge gain at level 2 (learning); however, educational tools differed among the studies. Two studies applied practical exams 13,23 ; 2 applied multiplechoice questions (MCQ), 14,15 1 applied a writing test, 12 and 2 applied educational tool combinations.…”

“…Within this group, 2 studies found that students favored a combination of TEL with the traditional learning methods 12‐14 . However, 2 other studies concluded that although students had a positive reaction to TEL, they still preferred the traditional learning methodology 15‐32 …”

“…15 However, other studies questioned the capability of conventional learning methods in offering a more in-depth learning experience for students and suggest that more simulation and innovative learning methods would improve educational outcomes in periodontics. [16][17][18][19][20] Nonetheless, despite reports about the positive effects of TEL in improving educational outcomes in periodontics education, 13,[21][22][23] Ramlogan et al highlighted that the exclusive use of video as a TEL had some limitations. 12 Furthermore, corroborating with Levine et al, some authors did not find a difference in TEL application to traditional learning methods in improving educational outcomes of undergraduate dental students' in periodontics.…”

“…However, other studies questioned the capability of conventional learning methods in offering a more in‐depth learning experience for students and suggest that more simulation and innovative learning methods would improve educational outcomes in periodontics 16‐20 . Nonetheless, despite reports about the positive effects of TEL in improving educational outcomes in periodontics education, 13,21‐23 Ramlogan et al. highlighted that the exclusive use of video as a TEL had some limitations 12 …”

Practice makes perfect? Association between students’ performance measures in an advanced dental simulation course

“…Forms of computerized feedback in dental simulation include visual feedback, 11 auditory feedback, 2 formative feedback, 11 tactile feedback, 12 and measure of time (chronometry) 2 . Computerized feedback has been found valuable in areas of psychomotor skill development, 2,12‐17 and also related to the development of visual skills, 18 and periodontal charting 19,20 . Some publications report the potential advantages of receiving objective, consistent and immediate computerized feedback, 11 while a study by Quinn et al.…”