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

Abstract

Objective: this study aimed evaluate the usefulness and satisfaction of a digital learning tool (DLT) using ICDAS (International caries detection and assessment system) created for learning and training visual detection of carious lesions in a non-controlled setting. Material and Methods: the DLT containing 60 pictures of sound and carious surfaces was distributed through social media and professional associations, aiming at both dentists and dental students. Analysis was based on data collected through a personal, professional and satisfaction questionnaire and Google Analytics. Results: a total of 2300 users accessed the DLT and 1517 completed it, filling out the questionnaires. Users required 2.29 sessions to accomplish the DLT in an average time of 15 min and 14 seconds each. The satisfaction questionnaire showed that 84.8% of users found in the DLT exactly what they expected and 91.8% found it useful. Around 88.4% of users found that the DLT helped in discussion of ICDAS with colleagues and 88.9% with superiors; 88.3% found that the DLT provided immediate learning results. The DLT was most useful to dental students (83.7% of users), and overall satisfaction was 86%. Conclusion: users found the DLT useful for learning and training visual detection of carious lesions using ICDAS, and general satisfaction was high.

Development of a cell phone application as an auxiliary teaching tool for the subject of complete dentures

“…Resources that currently use technology, even though they are not yet present in the curricula of educational institutions, have become a valuable didactic attribute in the diversification of teaching methods, opening up a range of attention capitation and individual didactic faculties of each student, allowing a greater embrace of teaching in the classroom, and leveling students to the same knowledge through different didactic resources [3]. However, the way in which information is transmitted can vary the degree of absorption of the taught content and learning from student to student [4][5][6][7].…”

“…The increased use of cell phones and tablets has provided the ability, not previously realized, to move information quickly and efficiently into a readily available format [8], hence the growth of information technology, traditional teaching methods that are in implementation currently do not meet educational needs alone [3][4][5]. In the literature, reports prove that the use of technology as an auxiliary and complementary technique, such as the use of applications and research sites, show improvements in learning, not only in the area dentistry [6,9,10] as well as in other areas of health such as medicine and physiotherapy [11].…”

“…In the literature, reports prove that the use of technology as an auxiliary and complementary technique, such as the use of applications and research sites, show improvements in learning, not only in the area dentistry [6,9,10] as well as in other areas of health such as medicine and physiotherapy [11]. The use of new tools in teaching such as the use of videos, mobile applications, and software [12][13][14], in addition to helping in teaching, innovate teaching and allow teachers to cover a greater number of students in terms of understanding of teaching [4][5][6].…”