Using an audience response system to improve learning success in practical skills training courses in dental studies - a randomised, controlled cross-over study

Misconceptions about Oral Diagnosis and Radiology among Dental Students: A Questionnaire Study

BACKGROUND

Misconceptions are learning deficits that may cause clinical judgments in a dental practice to be made incorrectly.

AIM

This study aimed to identify and look into students' misconceptions regarding Oral Diagnosis and Radiology.

MATERIALS AND METHODS

The fourth and fifth-grade students at the Altınbaş University Faculty of Dentistry were given a self-administered questionnaire that included multiple-choice questions about Oral Diagnosis/Medicine and Radiology. 106 students participated in the questionnaire and 50.9% of the participants were fourth-grade students, 49.1% of them were fifth-grade students. The questions were classified into two parts: five scenario-based questions and ten knowledge-based questions. Students' replies were evaluated for accuracy and confidence, and when a student was certain of giving an inaccurate response, misconceptions were noted. Two groups were compared using the Mann-Whitney-U test (P = 0.05).

RESULTS

A total of 1590 responses were collected. Regarding the question type, scenario-based questions had more misconceptions (19.6%) than knowledge-based questions (18.4%). Depending on the question, the majority of misconceptions were seen in the questions about denture stomatitis (46.2%) and radiographic contrast (38.7%).

CONCLUSIONS

To prevent misdiagnosis, it is essential to recognize and overcome misconceptions in Oral Diagnosis/Medicine and Radiology. Therefore this study assists students and lecturers in defining misconceptions and organizing precautions to avoid and fix them.

Use of an audience response system during a continuing education action about oral lesion diagnosis

OBJECTIVES

The present cross-sectional study aimed to evaluate the perceptions of continuing education action (CEA) participants on the use of an audience response system (ARS). Secondarily, the study assessed the association between the diagnostic abilities of participants and their self-confidence in managing oral lesions METHODS: Oral medicine specialists, dentists, hygienists, and students (n = 193) who attended the 'Maio Vermelho Project', a CEA held in a Southern Brazilian State, answered a diagnostic ability test using the ARS Socrative software during a case discussion section. The test comprised 16 simulated clinical cases based on photos of oral lesions. The questions required classification of the lesion's nature, diagnostic hypothesis, and decision making (manage the case or refer it to a specialist) for each case. A second questionnaire composed of 12 questions was also applied to evaluate satisfaction and perception of the use of ARS Socrative RESULTS: Hygienists displayed lower scores in the diagnostic abilities test, whereas the other groups' performances were quite similar. Dentists and dental students who scored higher on the diagnostic abilities test showed higher self-confidence in the management of benign lesions. All participants stated that the use of technology can improve their learning experience and should be incorporated into the classroom. Moreover, the participants' perception was highly favorable to the use of Socrative in educational activities CONCLUSION: Our findings showed good acceptance of the ARS tool in a CEA environment and suggest an association between performance on the questionnaire and self-confidence in oral lesion management.

Training in radiographic caries detection and staging using an interactive tool

INTRODUCTION

The objective of the study was to compare a dental student's practical ability to detect and stage radiographic caries per International Caries Detection and Assessment System (ICDAS), following a traditional lecture and a lecture containing an interactive session using an audience response system (ARS). Associations between the order of instructions and student performance were also evaluated.

MATERIALS AND METHODS

Eighty-three dental students were randomly assigned to groups A and B. On the first day, group A received a traditional lecture and group B received content using the ARS. All students then took an electronic quiz (T1) identifying and staging caries on radiographs per ICDAS. For the second day, group A received the content using the ARS system and group B received a traditional lecture. All students subsequently took a second electronic quiz (T2). Two survey questions about the learning experience were also included.

RESULTS

Wilcoxon rank-sum analysis of scores from consenting students (81) showed no difference between the quiz 1 scores of two groups (p=.61). Whilst not statistically significant (p = .07), the group that had the ARS initially scored marginally higher on quiz 2. Survey results showed that most participants preferred either the ARS alone (49.38%) or a combination of the ARS and a traditional lecture (40.74%). A majority of them (80%) found the ARS helpful.

CONCLUSION

When training students in practical skills of detection and staging radiographic presence of dental caries per ICDAS, hands-on learning tools, such as an ARS, complement traditional lectures.

Insight on the influence of technology-enhanced learning in orthodontics' education: A systematic review

OBJECTIVES

Technology-enhanced learning (TEL) provides a pliable and current way to present orthodontic curriculum material to students. This review aimed to assess the effectiveness of TEL compared with traditional learning methods in the field of orthodontics.

MATERIALS AND METHODS

The search comprised randomised controlled trials (RCTs) related to orthodontics' interactive learning from the following databases: PubMed, Scopus, CENTRAL, Psyclnfo, ERIC, Web of Science, Dissertations and Theses Global. Two authors performed the screening, data extraction and assessed risk of bias using the Cochrane tool (Rob 2) blindly and in duplicate. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes.

RESULTS

A total of 3131 records were identified of which 11 RCT were included. On level 1 (Reaction), students had a positive attitude towards TEL. On level 2 (Learning), included studies did not report any significant knowledge improvement when TEL was compared with traditional learning strategies. One study assessed level 3 (Behaviour), where students felt that flipped classroom learning created feelings of greater confidence. On level 4 (Results), most studies suggested that TEL tools are as equally effective in imparting information as traditional tools and recommended that both methods should be considered in teaching students.

CONCLUSION

Technology-enhanced learning techniques might have the potential to enhance educational outcomes in orthodontic education and students seem to enjoy the implementation of technology in the learning process. These educational tools should be used as an adjunct to the traditional didactic classroom, and not as a replacement, due to the challenges encountered with their application.

Identifying misconceptions about oral radiology and medicine among dental students

PURPOSE/OBJECTIVES

Misconceptions are learning deficiencies that can lead to inappropriate clinical decision-making in dental practice. Although misconceptions are common among students, they are rarely analyzed in dental education. Thus, this study aimed to identify and analyze students' misconceptions about oral radiology and medicine at a Brazilian dental school.

METHODS

Between October 2019 and March 2020, a self-administered anonymous questionnaire was distributed to dental students at the Federal University of Pernambuco, Brazil, which comprised multiple-choice questions about oral radiology and medicine. The questions were divided into two groups: 10 knowledge-based questions (less demand for reasoning) and five scenario-based questions (higher demand for reasoning). The students' responses were assessed for correctness (correct or incorrect) and confidence (sure or unsure), while misconceptions were identified when a student was sure of an incorrect response. Pearson's chi-square test was used to analyze the variables (α = 0.05).

RESULTS

A total of 1380 responses were collected. Misconceptions represented 24.3% (n = 336) of the total responses and 56.8% of the incorrect responses. The mean misconceptions per student were 3.7 (range, 0-8). Students who chose incorrect answers tended to have higher confidence levels (p < 0.001). Moreover, misconceptions were more frequent for scenario-based questions (25.7%) than for knowledge-based questions (23.7%) (p = 0.000).

CONCLUSION

A large number of misconceptions existed among participants. Our findings will aid educators and students in identifying misconceptions and planning measures to prevent and correct them.

Technology in Public Health Higher Education

Streamed and recorded lectures as well as audience response technology are increasingly used in public health tertiary education, to train practitioners to address Asia-Pacific region's rapidly changing health needs. However, little is known about the impact on student performance, satisfaction, and understanding. This study aimed to assess postgraduate students' perceptions and their use of technology in a large epidemiology subject at an Australian university in internal and external modes. The study used both routinely collected student data (n = 453) and survey data (n = 88). Results indicate that students accept and use technology-based learning tools, and perceive audience response technology as well as streamed and recorded lectures as useful for their learning (96.6%). Students have shown a preference to review recorded lectures rather than viewing streamed lectures. Analyses further suggest that the use of recorded and streamed lectures may be linked to better student performance for external students (passing, any use odds ratio = 3.32). However, these effects are not consistent across all student subgroups and externally enrolled students may profit more than those enrolled internally.

Interactive audience response systems in oral and maxillofacial radiology undergraduate lectures

OBJECTIVES

To evaluate the impact of audience response systems (ARS) on student participation (SP) during Oral and Maxillofacial Radiology (OMR) undergraduate lectures and on final examination scores (FES). Furthermore, an analysis of unanimity assessed the influence of ARS on students' responses. Students' perceptions were also assessed.

METHODS

A controlled crossover study was designed. Four lectures covering topics of OMR were each taught with ARS and without ARS (i.e. hand-raising method). SP and FES were compared between ARS and HR groups. Unanimity of answers was analyzed for both groups. Questionnaires assessed students' impressions about ARS.

RESULTS

Mean SP of ARS and HR groups were 97.6% and 47.3%, respectively, and this difference was statistically significant (P<.05). Mean FES for the ARS group (77%) was slightly higher than HR group (75.1%), however, not statistically significant. There was positive correlation between SP and FES. With ARS, only 5.7% of the questions were unanimous, whilst 51.4% were unanimous with HR method. Most students reported that the use of ARS had positive influence on their attention (92%), participation (96%), classmates' participation (82.7%), interest (74.7%), and learning (86.7%). For the five-point scale ratings of the relevance of ARS features, anonymity had an average 3.6, whilst other items received an average 4.6 or higher.

CONCLUSIONS

ARS significantly increased participation in OMR lectures; however, an increase in FES could not be associated with ARS by itself. Not taking into consideration which method was used to answer questions posed during lectures, higher participation correlated with higher scores. ARS is well-accepted and students believe that these devices positively influence their performance. Among the recognized advantages of ARS, anonymity was considered the least relevant.

What patients with pulmonary fibrosis and their partners think: a live, educative survey in the Netherlands and Germany

Pulmonary fibrosis greatly impacts patients and their partners. Unmet needs of patients are increasingly acknowledged; the needs of partners often remain unnoticed. Little is known about the best way to educate patients and partners. We investigated pulmonary fibrosis patients' and partners' perspectives and preferences in care, and the differences in these between the Netherlands and Germany. Additionally, we evaluated whether interactive interviewing could be a novel education method in this population.

Patients and partners were interviewed during pulmonary fibrosis patient information meetings. In the Netherlands, voting boxes were used and results were projected directly. In Germany, questionnaires were used.

In the Netherlands, 278 patients and partners participated; in Germany, 51. Many participants experienced anxiety. Almost all experienced misunderstanding, because people do not know what pulmonary fibrosis is. All expressed a need for information, psychological support and care for partners. Use of the interactive voting system was found to be pleasant (70%) and informative (94%).

This study improves the knowledge of care needs of patients with pulmonary fibrosis and their partners. There were no major differences between the Netherlands and Germany. Interactive interviewing could be an attractive method to acquire insights into the needs and preferences of patients and partners, while providing them with information at the same time.

The needs of patients with pulmonary fibrosis and partners, and the value of interactive interviewinghttp://ow.ly/M02t307jdEh

Educational Tools: Thinking Outside the Box

The understanding, study, and use of educational tools and their application to the education of adults in professional fields are increasingly important. In this review, we have compiled a description of educational tools on the basis of the teaching and learning setting: the classroom, simulation center, hospital or clinic, and independent learning space. When available, examples of tools used in nephrology are provided. We emphasize that time should be taken to consider the goals of the educational activity and the type of learners and use the most appropriate tools needed to meet the goals. Constant reassessment of tools is important to discover innovation and reforms that improve teaching and learning.

Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students--a randomised control trial

Objective:: To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Design:: Randomised control study. Setting:: School of Dentistry, Cardiff University. Participants:: Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. Methods:: One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Results:: Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2–3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8–4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P = 0.15). The effect of gender at baseline (P = 0.49), post-lecture (P = 0.73) and increase in MCQ score split by group (P = 0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. Conclusion:: The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging.

Quality of Root Canals Performed by the Inaugural Class of Dental Students at Libyan International Medical University

Objective. The purpose of this study was to radiographically evaluate technical quality of root canal fillings performed by dental undergraduates at Libyan International Medical University in Libya. Methods. Root canal cases were treated at university dental clinic from the fall of 2012 to the fall of 2013 by the fourth and fifth year dental students. Students used step-back preparation and cold lateral compaction in the treatment. Radiographs were reviewed over a two-year period from initial procedure to final restoration. Radiographs were evaluated for adequacy or inadequacy by length, density, and taper. Length inadequacy was classified as short or overextended. Overall quality was considered "adequate" based on all three variables. Chi-square tested differences between teeth groupings and adequacy classification. Significant p value results were adjusted by Bonferroni correction. Results. Adequate length of root canal fillings were observed in roughly half of all samples (48.6%). Density was adequate in 75.8% of the samples. Taper was observed as adequate in 68.8%. Higher quality was evident in anterior teeth (plus premolars) versus molars (65.6% versus 43.3%, resp.; p < 0.04). Conclusion. Overall quality of endodontic treatment performed by undergraduate dental students was adequate in 53.9% of the cases. Significant opportunity exists to improve the quality of root canals provided by dental students.

Student evaluation of clickers in a dental pathology course

BACKGROUND

The purpose of this study was to evaluate the degree of satisfaction of students and teachers, and to determine whether the students notice improvements in learning and in the learning environment as a result of the use of clicker.

MATERIAL AND METHODS

Descriptive study. Fifty-one students and 8 teachers participated in the use of clicker technology in 8 preclinical seminars in dental pathology. Students and teachers filled a three-domain questionnaire at the end of the preclinical course. We used the Mann-Whitney U-test to compare the results between the two groups.

RESULTS

The domain "perception and expectation" showed the use of clickers to be simple and convenient for 80% of the students, who expressed interest in extending the practice to other teaching areas. In the domain "active learning", over 70% of the students found the technique to be dynamic, participative and motivating. In the domain "improved learning", over 70% considered it useful to know their level of knowledge before the seminar and found the contents of the lesson to be clear. Thirty percent considered the items of the examination to be of a complexity similar to that of the first and second tests. Only in this latter aspect were significant differences found between the teachers and students (p=0.001).

CONCLUSIONS

Participants described the use of clickers as simple and useful, motivating and participative. Both the students and teachers considered the technique to improve teaching and the learning environment. Key words:Dental education, audience response system, clickers, classroom response system, student´s perception.