Assessing students’ confidence in interpreting dental radiographs following a blended learning module

Pachêco‐Pereira, Camila; Senior, Anthea; Green, Jacqueline; Watson, Ellen; Rasmussen, Kari; Compton, Sharon M.

doi:10.1111/idh.12394

Cited by 6 publications

(9 citation statements)

References 19 publications

(39 reference statements)

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“…[1,2] Several educational concepts have been developed utilizing various digital media to improve teaching in dentistry and general medicine. [3] Several blended learning concepts were established and have shown superior results in comparison to conventional teaching methods. [4][5][6] Correspondingly, teaching videos, for example, were used not only as supplementary material during a lecture, but also as major source for instructional methods for home learning.…”

Section: Introductionmentioning

confidence: 99%

The benefit of “Youtube” in teaching Oral- and Maxillofacial Surgery in dental students

Bartella

Lethaus

Hölzle

et al. 2020

Preprint

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Background Digital media has become an important part of learning and teaching of dentistry. However, open source video platforms as youtube.com provide information without peer review. This study aims to evaluate if Youtube videos on dental education are feasible to improve learning of dental students and if they should be implemented in the curriculum. Methods Data collection addressed six typical topics of oral and maxillofacial surgery. Ten Youtube videos for each topic were reviewed by the authors. A link to the video was shared with a class of dental students one week prior to the corresponding lecture. Questionnaires addressing cooperation and experience with teaching videos, satisfaction with the current video, and wish for adding videos to the curriculum were distributed among the students. Results In total, 134 questionnaires were fullfiled. 79.4% of the students watched the youtube videos voluntarily. Majority of the students showed experience with dental teaching videos from open source platforms (Youtube, Instagram). 52.2% were exposed to professional teaching videos during their studies. The majority of students (62.7%) wish for the implementation of video material to the curriculum. They felt better prepared for the lectures (73.9%) and showed an improved understanding of the contents of the lectures (70.9%). Conclusion Summarizing our findings, we believe that open source videos can be implemented to the curriculum after careful evaluation of their contents. Students subjectively profit from the availability of video teaching material.

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Section: Introductionmentioning

confidence: 99%

The benefit of “Youtube” in teaching Oral- and Maxillofacial Surgery in dental students

Bartella

Lethaus

Hölzle

et al. 2020

Preprint

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“…É importante destacar que os entrevistados que responderam ao questionário tiveram acesso Development, v. 9, n. 11, e88691110676, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i11.10676 apenas as imagens radiográficas, ou seja, sem informações adicionais de sintomas ou sinais clínicos (Pacheco-Pereira et al, 2019).…”

Section: Resultsunclassified

“…Nas imagens de números 6 e 7 pode-se atribuir ao elevado número de erros a falta de experiência clínica dos alunos, que não vivenciaram tais situações ou até mesmo desconhecem o comportamento radiográfico de determinados materiais como o ilustrado na imagem 7, em um estudo semelhante mostrou-se que alunos apresentam dificuldade de interpretação radiográfica de casos que fogem o cotidiano como patologias e incidentais achados (Pacheco-Pereira et al, 2019).…”

Section: Resultsunclassified

“…Quando se analisa separadamente a relevância clínica e a conduta, a quantidade de acertos ou erros sofrem alterações interessantes, o Gráfico 2 faz uma separação mais detalhada e precisa dos resultados, como por exemplo se os alunos acertaram somente o diagnóstico ou somente a conduta, se acertaram tanto o diagnóstico quanto a conduta ou se erram os dois, nesta análise 69% (37/25) dos entrevistados interpretaram corretamente a imagem radiográfica e 46% (37/17) errou a conduta clínica (Pacheco-Pereira et al, 2019). O erro ou a falta de confiança pode ser minimizado com a descrição clínica juntamente com o exame radiográfico isto tem sido apontado como um fator relevante na interpretação radiográfica facilitando a tomada de decisão (Pacheco-Pereira et al, 2019). Development, v. 9, n. 11, e88691110676, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i11.10676 Gráfico 2 -Acertos e erros dos alunos em relação ao diagnóstico e a conduta das imagens radiográficas.…”

Section: Resultsunclassified

“…A oferta de programas ou atividades extracurriculares reforçando os conteúdos da disciplina de radiologia e a informações clínicas (estudo de caso) ao longo do curso sinalizam uma eficiente estratégia de reforço capacitando-o a uma melhor interpretação e consequentemente aumento na eficácia do diagnóstico (Pacheco-Pereira et al, 2019).…”

Section: Resultsunclassified

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Análise do conhecimento na interpretação de imagens radiográficas de acadêmicos de um curso de Odontologia

Mota

Langoni

Almeida

et al. 2020

RSD

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A radiografia é o exame complementar mais utilizado pelos Cirurgiões Dentistas na prática odontológica e quando associado aos dados clínicos, permite uma melhor identificação de algumas alterações e por consequência um correto tratamento. O objetivo desta pesquisa foi avaliar o nível de conhecimento dos alunos do último período, matriculados na disciplina de Clínica Integrada do Curso de Odontologia da Faculdade de Patos de Minas – FPM no segundo semestre de 2020, no que tange a precisão de diagnóstico e decisão de tratamento ao analisar radiografias periapicais de diversas situações encontradas na rotina clínica. A pesquisa constou da aplicação de um questionário online com 11 seções. Nas 10 primeiras sessões, foi exposto uma radiografia periapical de situações frequentes da rotina odontológica. Para cada imagem havia uma pergunta referente ao diagnóstico e outra sobre opção de tratamento. Na 11º seção, os alunos responderam qual foi a imagem de mais difícil interpretação. Foi observado um percentual baixo de acertos – apenas 62,16% (37/23) da amostra acertaram metade ou menos da quantidade de radiografias apresentadas para análise. Quando diagnóstico e conduta foram avaliados separadamente, 69% (37/25) dos entrevistados interpretaram corretamente a imagem radiográfica e 46% (37/17) erraram a conduta clínica. A imagem 10 foi a que apresentou maior percentual de dificuldade 38% (37/14), de acordo com as respostas. Foram observadas fragilidades relacionadas a interpretação de imagens menos comuns à clínica odontológica e que pesquisas com metodologias mais abrangentes podem oferecer resultados mais precisos quanto a capacidade interpretativa e de decisão de tratamento frente a imagens radiográficas.

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Contemporary educational methods in periodontology

Preshaw,

Ramseier,

Loos

et al. 2024

J Clinic Periodontology

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AimThe 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID‐19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face‐to‐face (F2F) teaching and the move to student‐centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels.Materials and MethodsSystematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated.ResultsThe pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student‐centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms.ConclusionsLive F2F teaching continues to be highly trusted; however, all types of student‐centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

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Assessing students’ confidence in interpreting dental radiographs following a blended learning module

Cited by 6 publications

References 19 publications

The benefit of “Youtube” in teaching Oral- and Maxillofacial Surgery in dental students

The benefit of “Youtube” in teaching Oral- and Maxillofacial Surgery in dental students

Análise do conhecimento na interpretação de imagens radiográficas de acadêmicos de um curso de Odontologia

Contemporary educational methods in periodontology

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