A Systematic Review of Computer-Assisted Learning in Endodontics Education

A multi-national survey-based evaluation of undergraduate/predoctoral endodontic education

AIM

To evaluate the current status of endodontic education and assessment at an undergraduate/predoctoral level in dental schools worldwide.

METHODOLOGY

The current survey comprised a 50-item online questionnaire related to undergraduate endodontic education. The project leaders emailed the survey's details to faculty members responsible for endodontic teaching at one dental school in every country to seek their willingness to participate in the survey. After the faculty members accepted, the survey details were sent to participants along with the survey link. Simple descriptive statistics were used to represent the data.

RESULTS

Amongst the 44 faculty members from different countries who agreed to participate, 36 completed the survey. Endodontic training starts in 50% of dental schools from the third year of the curriculum. Each dental school employs a diverse range of educational methods. During pre-clinical training, 19.4% of the participating dental schools used only natural teeth. Stainless-steel hand instruments, syringe irrigation with a needle, resin-based sealer and the cold lateral compaction technique are the most frequently used in pre-clinical and clinical training. A significant percentage of dental institutions necessitate that students treat a predetermined quantity of canals or teeth throughout their pre-clinical and clinical education. Dental institutions conduct formative, summative or a combination of the formative and summative throughout the clinical and pre-clinical phases of endodontic training.

CONCLUSIONS

According to the data collected from this survey, there are considerable variations in the curriculum for undergraduate/predoctoral endodontic programmes amongst the surveyed dental schools. Pre-clinical and clinical education should integrate a larger array of modern tools and procedures.

Assessment of an online tooth morphology course and 3D examination tool during the COVID-19 pandemic

INTRODUCTION

The COVID-19 pandemic brought major disruptions to dental teaching and has impacted the delivery of tooth morphology courses where students are introduced to the three-dimensional features of the dentition. The aim of this study was to assess the implementation of newly developed online teaching modalities for tooth morphology, evaluate their usefulness and identify elements that are beneficial for learners.

MATERIALS AND METHODS

Following the delivery of an online course that included online 3D models, 2D cue cards, live discussion sessions and Socrative™ quizzes, the participants were asked to rate the usability and usefulness of each tool. The participants' knowledge of tooth morphology was assessed through an online examination using 3D-digitised tooth models.

RESULTS

The participants identified lecture handouts and online 3D models as their preferred learning tools, while lecture video recordings and 2D cue cards were viewed as less useful. Data analysis from Socrative™ quizzes demonstrated improvement in tooth identification skills throughout the course delivery. Finally, results from the final assessment are in line with previous in-person deliveries of this course.

CONCLUSIONS

The study provides valuable information on the usefulness of teaching modalities that were implemented in response to the COVID-19 pandemic and their merit to be retained in future deliveries of the course. The 3D models have been identified as particularly useful in this context, but the participants still value the opportunity to learn with extracted teeth. Furthermore, it remains to be confirmed whether tooth identification skills acquired using 3D models can be transferred to the clinical setting.

Evaluating the effect of digital technology on the learning of orthodontic cephalometric measurement

Background: This study aimed to evaluate the effectiveness of integrating digital technology into cephalometric measurement teaching. Methods: In total, 94 undergraduates of stomatology were recruited and randomly allocated to two groups. According to the cross-over design, both groups completed cephalometric measurements by the traditional hand-drawn method and digital technology (the Dolphin software) in different order. In the traditional hand-drawn method, students depicted the outline of the craniofacial anatomical structures on sulfuric transfer paper first, then marked the measurement points and completed the measurement of line spacings and angles; by digital technology, they marked the points in the software and adjust the automatically generated outlines of the structures to obtain the results. Two professional orthodontists were invited as instructors and their measurements were set as standards. An online questionnaire was also used to investigate students' attitudes toward digital technology being used in the cephalometric teaching process. Results: There were significant differences of students' measurements ( P 1-SNA<0.01, P 1-SNB=0.01 and P 1-L1-NB (mm)<0.01; SNA: sella-nasion-subspinale angle, SNB: sella-nasion-supramental angle, L1-NB (mm): the distance from the lower central incisor tip to the nasion-supramental plane) between the traditional method and digital technology. Besides, the results of most items by digital technology were closer to the standards than those by the traditional method, including five items with statistical significance ( P 2-SNB<0.05, P 2-L1-NB (mm)<0.01, P 2-FMA<0.05, P 2-FMIA<0.05, P 2-IMPA<0.01), while three items were the opposite ( P 2-SNA<0.05, P 2-ANB (mm)<0.01, P 2-NA-PA<0.01). The questionnaire showed more students preferred digital technology (33%) as a better teaching method than the traditional method (2%) and 72% of participants thought they had mastered 50-80% of cephalometric knowledge after the course. Conclusions: This study demonstrated effectiveness and acceptance of the course applying digital technology during the cephalometric teaching process.

Assessment of the educational value of endodontic access cavity preparation YouTube video as a learning resource for students

Objective

To evaluate the educational value of YouTube as a learning tool for dental students regarding endodontic access cavity preparation.

Methods and findings

YouTube search was made for videos related to endodontic access cavity preparation using specific terms. After exclusions, 41 videos were chosen and assessed for tooth type, video length, days since upload, country of origin, number of views and likes, source of authorship, and viewing rate. To grade the content of videos, a usefulness score with seven elements was developed. Each element was given a score of 0 or 1. Statistical tests were run by using Kruskal-Wallis and Mann-Whitney tests (SPSS Inc, Chicago, IL, USA) at a 5% significance level. The videos received a mean of 181198.5 views with a mean duration of 686.1 seconds. The mean number of “likes” was 1047.8. Almost half of the videos covered content related to molar teeth. Most videos were provided by health care professionals with almost 50% uploaded from India. The mean usefulness score was 4.29 (range: 1–7) and the most discussed elements were description, instruments used, access cavity demonstration, and evaluation criteria. About a quarter of the videos were classified as good, while 46.3% as moderate and 29.3% as poor. Among the content usefulness categories, no difference was found in the video demographics (p>0.05) except “days since upload” (p = 0.018) in which good quality videos were found to have the highest median. Moreover, although insignificant, good videos were found to have the longest duration and lowest number of views, likes, and viewing rate. The mean usefulness score of videos released during the COVID-19 pandemic was lower than that for pre-pandemic videos (p = 0.042), and videos uploaded by academic institutions had a higher mean usefulness score than videos uploaded by health care professionals (p<0.001).

Conclusions

Information on endodontic access cavity preparation is not comprehensive in most of the reviewed YouTube videos and could be of low educational value.

Predoctoral dental implant education techniques-students' perception and attitude

PURPOSE

Dental implant (DI) therapy is in high demand and can only be rendered efficiently to graduating dentists by effective teaching methodologies. This study aimed to assess the perceptions and attitudes of dental graduates towards predoctoral DI education techniques and rehabilitation by DI.

METHODS

A total of 26 well-structured questionnaires were distributed to 120 final-year students. Modified advanced teaching methodologies such as e-learning, small-group teaching-problem-based learning (SGT-PBL), and team-based learning were implemented for teaching DI. Its effects were assessed using a questionnaire set: the first section (DI Rehabilitation) with 12 questions and the second (DI teaching methods) with 14 questions. Statistical analysis was done using the Chi-square test, and a P-value < 0.05 was considered statistically significant.

RESULTS

The response rate was 95.83%. Seventy-five percent of the students recommended DI for patients, and 78% of them agreed to it themselves. On comparing teaching methods for DI, on and before level 12, small-group teaching (PBL) was significantly at a higher proportion (P = 0.002), followed by seminars (P < 0.001). Students preferred small-group teaching PBL (60%), followed by e-learning (15%) and demonstration (10%). Ninety-two percent of the students agreed that DI is an important subject in the "bachelor of dental surgery" (BDS) program, but 78% of them felt that time was insufficient to complete the DI syllabus.

CONCLUSIONS

The modified teaching methodologies used at level 12 for teaching DI enhanced students' interest and knowledge. The SGT-PBL teaching method was the most preferred. It is recommended that dental implantology topics should be started early in the undergraduate curriculum, and the topics should be widely divided throughout BDS.

Creation and Evaluation of an Endodontic Diagnosis Training Software

OBJECTIVE

The purpose of the study is to evaluate a user-friendly, comprehensive, fully integrated web- and mobile-based application that was specifically developed to guide learners and help them practice and train in pulpal and periapical diagnosis.

METHODS

The software was designed for assistance in the diagnosis of the pulpal and the periapical area. The software contained questions and tests, e.g., presence or absence of signs and symptoms, cold test, percussion, palpation, and radiographic examination that the user must answer to arrive at the final diagnosis. An electronic survey was prepared to evaluate the effectiveness, productivity, and accurateness of the software. The software and the electronic evaluation survey were sent by e-mail to dental students, endodontist, general dentists, and dental interns who study or work in four Saudi dental colleges. Data was analyzed using descriptive statistics.

RESULT

A total of 203 questionnaires were completed. Results showed that 29% of the participants were highly satisfied with the software; 40% gave a very good rating about the application satisfaction, while only 2% reported a poor degree of satisfaction with the software. Results also showed that students accurately selected the correct diagnosis but received relatively low diagnostic proficiency scores because they did not request diagnostic data in a pattern similar to experts.

CONCLUSION

In conclusion, the software is promising as an effective and efficient tool for teaching and assessing the diagnostic skills of learners.

Evaluating the effectiveness of a preclinical practice of tooth preparation using digital training system: A randomised controlled trial

PURPOSE

This study aimed to evaluate the effectiveness of preclinical training on ceramic crown preparation using digital training system compared with traditional training method.

MATERIALS AND METHODS

A sample of 66 participating fourth-year undergraduate dental students were randomly assigned to one of two groups for ceramic crown preparation: experimental group as trained using digital method with Online Peer-Review System (OPRS) and Real-time Dental Training and Evaluation System (RDTES); control group as trained using traditional method with instructor demonstration and evaluation. At the completion of training periods, both groups performed the preparation of ceramic crown of upper left central incisor, which were blindly scored by the experienced instructors under the pre-defined assessment criteria. The results of both were compared using Student's t-test or Wilcoxon signed rank test. The level of significance was P < .05. The questionnaires regarding the benefits or drawbacks of digital training system were answered by the students of experimental group.

RESULTS

Five of 15 items in the assessment outcome of the digital group were significantly better than the traditional group. The questionnaire results from the students of the experimental group indicated 96.97% of the students agreed or strongly agreed that using digital training system could better improve the practical ability than traditional method. The total scores of practical results were significantly positively correlated with the points of the questionnaires.

CONCLUSION

The digital training system with OPRS and RDTES might be a good alternative to the traditional training method in the preclinical course of dental practice.

Attitudes towards e-learning amongst dental students at the universities in Croatia

AIM

To develop and test the psychometric characteristics of a questionnaire that measures attitudes towards e-learning, as well as to study attitudes about e-learning and to identify variables related to those attitudes amongst dental students.

SUBJECT AND METHODS

The study was conducted from November 2010 to December 2011 at all three Croatian dental schools. A questionnaire entitled 'Attitude Towards e-Learning' consisting of 12 questions about socio-demographic data and 22 statements about attitude towards e-learning was self-administered by 386 students. Factorial analysis and Cronbach's alpha were used to test the psychometric characteristics of the questionnaire. Multiple regression analysis was used to identify variables related to attitudes towards e-learning.

RESULTS

Factorial analysis confirmed two factors: positive attitude and negative attitude, which interpret 58% of the total variance and had good internal consistency of α = 0.852 and 0.668, respectively. The average score of positive attitude was 42 ± 6, indicating a highly positive attitude towards e-learning. The average score of negative attitude was 27 ± 6, indicating minor negative attitude. Higher age and study year, usage of the Internet in education, more frequent usage of Facebook and more attendance of e-courses demonstrated a significant influence on positive attitude towards e-learning (R(2)  = 0.304; P < 0.001). Lower year of study and less frequent attendance of e-courses had a significant influence on negative attitude (R(2)  = 0.268; P < 0.001).

CONCLUSIONS

Dental students have generally positive attitudes towards e-learning. Teachers should adopt strategies to change negative attitudes by introducing more e-learning courses in lower study years and should encourage students to use the Internet in their education and communication with teachers and colleagues.