Distance learning course improves primary care dentists’ diagnosis and self-efficacy in the management of oral lesions

Abstract

Distance learning course improves primary care dentists' diagnosis and self-efficacy in the management of oral lesions Abstract: Oral cancer represents a public health issue because of its high mortality rate, resulting mainly from diagnostic delays.Insufficient training in oral diagnosis is usually perceived by dentists. Distance learning could be used as an auxiliary tool to bridge that gap. This study evaluated the impact of a distance learning course on oral mucosal lesion diagnosis offered to public healthcare dentists. Participants of an online course answered a pretest/posttest comprising clinical images of 30 clinical cases. Participants were questioned about the diagnosis and informed their decision on the cases (referring the cases to a specialist or managing them themselves), as a parameter of perceived self-efficacy. A total of 442 dentists enrolled in the course. Their pass rate was 97%. Classification of the nature of the lesions, diagnostic hypotheses, sensitivity, and specificity improved by 13.4%, 10.0%, 13.4%, and 6.6%, respectively (p<0.01, Wilcoxon test). Regarding management, there was a 16.6% reduction in the intention to refer cases, while confidence in the diagnosis of benign lesions increased by 40%. A distance learning course may be useful in continuing education actions for primary care dentists, improving their diagnostic abilities and encouraging them in the management of oral lesions. Moreover, this strategy could contribute to disseminating knowledge to remote regions, particularly among primary health care professionals.

Social networking website increases efficacy and engagement in a distance learning course about oral lesions

“…25 A previous study contains comprehensive information regarding the course and its assessment of impact. 16 A point usually raised as a limiting point of distance learning concerns the adherence of dental students to the program, which can be hindered by the virtual environment and lack of interaction with colleagues and teachers. 19,26,27 In this sense, we set out to analyze whether a social networking site (Facebook™) would represent an effective tool to facilitate interaction among participants and to share information and content, contributing significantly to course adherence and approval.…”

“…The questionnaire of the present study was adapted from the method proposed by Seoane et al 16 . to assess diagnostic skills of the participants.…”

“…to assess diagnostic skills of the participants. Details about the course and the evaluation of its impact may be found in a previous study 16 …”

“…Details about the course and the evaluation of its impact may be found in a previous study. 16 A pre-test was applied after the participants were set on the course platform and before accessing the content. The test was made available for 1 h at a previously defined time, and the photos for each case remained visible for 30 s. At this time, the participant had to answer all two questions for each photo.…”

“…The questionnaire of the present study was adapted from the method proposed by Seoane et al 16 to assess diagnostic skills of the participants. Details about the course and the evaluation of its impact may be found in a previous study.…”