Evaluation of different teaching methods in the radiographic diagnosis of proximal carious lesions

Abstract

Objectives: To evaluate four different teaching methodologies in the radiographic diagnosis of proximal carious lesions and in the students’ perception of these methodologies. Methods: 71 undergraduate dental students were subdivided into four groups according to the teaching methodologies used [traditional, hybrid, e-learning and problem-based learning (PBL)]. All methods were applied by two properly trained researchers. Initially, students completed a pre-methodology test (index test). After applying the teaching methodologies, the students were submitted to a post-methodology test containing periapical radiographs for evaluation of proximal carious lesions. Then the students answered a questionnaire to verify their perception of the different teaching methodologies. Statistical analysis was done. Results: There were no relationship between the results of pre- and post-methodologies tests, irrespective of the teaching methodology employed (p > 0.05). No differences between the teaching methodologies studied (p > 0.05) were found regarding the amount of correct answers. However, the students who participated in the active (e-learning and PBL) and hybrid teaching methodology reported a positive impact in relation to their diagnostic skills at the questionnaire. Conclusions: All the tested methodologies had a similar performance; however, the traditional methodology showed less acceptance by the students when analyzed subjectively and comparatively. The results of the present study increase comprehension about teaching methodologies for radiographic diagnosis of proximal carious lesions, and there is a potential to build on the knowledge base and provide practical support for students and educators.

Is online‐only learning as effective as blended learning? A longitudinal study comparing undergraduate students' performance in oral radiology

“…This result is partially in line with our finding of consistently high performance in both pre‐pandemic (blended learning) and pandemic (online‐only) groups. Contrary to Rocha et al, 20 however, our results suggest a positive effect of additional VBLMs in online‐only blended learning.…”

“…The subject of oral radiology may be particularly suitable for implementation in online‐only concepts since it includes a variety of digital images that can be conveniently accessed and viewed online 18,19 . Interestingly, the only previous study the authors are aware of that compared blended and online‐only learning (and also F2F and problem‐based learning) in oral radiology did not find any significant differences in students' performance between these learning concepts 20 …”

“…18,19 Interestingly, the only previous study the authors are aware of that compared blended and online-only learning (and also F2F and problem-based learning) in oral radiology did not find any significant differences in students' performance between these learning concepts. 20 Even though online-only learning, that is, the combination of synchronous and asynchronous e-learning, was broadly employed during the COVID-19 pandemic, there is virtually no indication of its impact on students' learning effectiveness measured by standardised, validated assessment methods. Until now, studies only gave an overview of how universities adapted their teaching concepts to the crisis, 21 discussed the advantages and disadvantages of e-learning in dental education, 22 surveyed students to rate asynchronous and synchronous online teaching compared to F2F teaching 23 and assessed students' satisfaction with online-only teaching [24][25][26][27] and assessment.…”

“…theoretical knowledge gain, practical skills or theoretical skills) or varied in the amount of e-learning in blended learning concepts.So far, only one other study has examined how different learning concepts (including online-only learning) affect undergraduate student performance in oral radiology. Rocha et al20 compared the effectiveness of F2F, problem-based, blended and e-learning in identifying radiographic carious lesions and reported no differences in students' performance in baseline and final exams among these concepts. This result is partially in line with our finding of consistently high performance in both pre-pandemic (blended learning) and pandemic (online-only) groups.…”

Usefulness and satisfaction of a digital learning tool for caries detection using ICDAS

“…It could be speculated that many undergraduate dental students who used the DLT were encouraged by their professors to use it as an extra-class activity, and therefore, their professors may have asked them to submit the final certificate as confirmation of accomplishment. [18] compared different teaching methodologies for the training of radiographic detection of proximal carious lesions. The authors observed that students preferred active or a hybrid (blended) methodology, reporting to be easy to learn, making themselves feel more confident in performing the trained diagnosis.…”