Effect of software facilitated teaching on final grades of dental students in a dental morphology course

Abstract

Objectives:To evaluate differences in students’ performance in a dental morphology course after the introduction of a 3D software-teaching program.Methods:This retrospective study took place at the College of Dentistry, University of Dammam, Dammam, Kingdom of Saudi Arabia, from Augst 2013 to January 2016. The study included 3 groups of students taking the course during 3 different academic years: group 1, 2013-14 control; group 2, 2014-2015; and group 3, 2015-2016. The total sample size was 294 (n = 294; group 1 = 94; group 2 = 100; and group 3 = 100). Group 1 =students did not receive teaching facilitated by a software program, but groups 2 and 3 students were provided with the program’s CDs. The final examination grades of the students were statistically analyzed, retrospectivelyResults:The results demonstrated that the students who received software-facilitated teaching (groups 2 and 3) performed better than the students who did not receive it (group 1). Within the same year for groups 2 and 3, the number of students achieving good grades (>80%) was significantly higher than the students who achieved average grades (<79%), with p-values of 0.012 for group 2 and 0.009 for group 3.Conclusion:There is a positive correlation between the use of a teaching software program for students and their performance in final examinations. The addition of computer-based learning, as one of the teaching methods, could demonstrably boost students’ learning.

Teaching tools in dental carving: models, virtual resources, and interactivity

“…In the present study, students who used interactive resources obtained better grades than those in the same class (Group B) who did not use them, although the difference was weak, particularly when one considers that there was a grade incentive. The final grade of these students was no better than that of those who did not have access to these interactive features (Group A), as previously observed 19,20 . The students themselves, in the present study, did not give a high score to the interactive resources available in the evaluation.…”

Digital Learning Resources for Prosthodontic Education: The Perspectives of a Long‐Term Dental Educator Regarding 4 Key Factors

“…In contrast to the above study, another study compared one group of students who did not have access to the 3D Tooth Atlas nor was it used in class, to two other groups that received the software‐facilitated learning in each class period and were tested on the content present in the program. The study concluded there was a positive correlation between use of the software program and student performance in final examinations . Student perceptions of the program are shown in the post‐course survey results presented in Table .…”

Flipping the Dental Anatomy Classroom

“…Bogacki et al used equivalence testing to show that teaching of dental anatomy with an interactive computer program was found to be as effective as teaching with traditional lectures [ 11 ]. Whereas, Al-Thobity et al reported that students who received software-facilitated teaching performed better than the students who did not receive it [ 7 ]. Similarly, Nance et al evaluated the efficacy of a DVD demonstrating wax carving compared with traditional techniques.…”

“…Likewise, the course usually fails to prepare students to transition from pre-patient care to real clinical scenarios [ 5 ]. Moreover, the traditional lecture model presents several limitations, including one-way communication, lack of interaction, and poor student engagement [ 7 ]. Studying the theory of dental anatomy alone is not enough to acquaint students with the anatomy of each tooth in detail.…”