The effectiveness of computer-aided learning in teaching orthodontics: A review of the literature

INTRODUCTION

The purposes of this review were to evaluate the effectiveness of computer-aided learning (CAL) in orthodontic education, to make evidence-based recommendations for the use of CAL in orthodontics, and to develop guidelines for conducting comparative trials to evaluate CAL as a mode of learning in orthodontic education.

METHODS

Medline, the Cochrane Library Database, ERIC, CINAHL, LISA, Psycinfo, and IPA were searched for randomized controlled trials evaluating the effectiveness of CAL in orthodontics. Outcome measures included objectively measured posttest scores on multiple choice, written, or oral tests; performance on a clinical procedure or clinical interview; time spent on CAL programs to learn the material presented; and responses to questionnaires conveying participants' attitudes toward various modes of learning.

RESULTS

Four randomized controlled trials comparing CAL with conventional teaching fulfilled the inclusion criteria and met the cutoff quality assessment checklist (QAC) score of > or = 8. Each study was assessed for quality by 2 independent reviewers. The validity and strength of the selected studies were assessed by using a QAC for an educational intervention.

CONCLUSIONS

The controlled trials of CAL in orthodontics that met our QAC cutoff score of 8 were split, with 2 showing that CAL enjoyed a significant advantage over conventional teaching, 1 showing no difference, and 1 showing that the conventional tutorial method was better. More high-quality trials evaluating the effectiveness of CAL in orthodontics are needed. CAL programs in orthodontics elicit mostly positive responses and attitudes from students toward learning.

A Hypertext tutorial for teaching cephalometrics

Hypertext is a non-linear method of text presentation. It necessitates the use of a computer to store data as a series of nodes that can be called up in any desired sequence and, as such, is a new form of discovery-based learning. This paper describes a Hypertext tutorial in cephalometrics and its subsequent testing on first-year clinical dental students. Students were divided into two groups: the first received a conventional lecture; the second used the Hypertext tutorial. Testing was by means of conventional multiple choice questions. The results showed that there was no statistically significant difference between the two groups, although the computer tutor was shown more consistently to improve the knowledge of the students than did the conventional lecture. Most students who used the computer program found it enjoyable, but time consuming; less than half found it easy to follow.

Longitudinal comparison of multimedia textbook instruction with a lecture in radiology education

RATIONALE AND OBJECTIVES

The purpose of this prospective randomized study was to compare the long-term instructional effectiveness of a computer-based radiology multimedia textbook (MMTB) with that of a traditional lecture.

METHODS

Volunteer faculty/fellows and residents were randomly assigned to either a computer-based MMTB group or to a lecture group. The course content for each instructional group was the same. Pretests, posttests, and 1-year long-term retention tests were administered to both groups. The same 10 questions were on all tests. The resulting data were analyzed using analysis of variance procedures available on the Statistical Analysis System.

RESULTS

A comparison of the long-term instructional effectiveness of an MMTB versus a lecture showed that the MMTB computer instructional method was at least comparable in spite of the initial short-term appearance of lecture superiority.

CONCLUSION

These results suggest a promising future for MMTB and other forms of computer-based education in radiologic instruction for medical students and radiologists.