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      Using mobile multimedia platforms in teaching dental diagnosis

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          Mobile Multimedia Platforms (MMPs) are prolific tools that can be used by individuals and corporations to share content. However, few studies have shown the effectiveness of MMPs as educational tools. Through this study, we aimed to evaluate the effectiveness of MMPs in improving basic dental diagnostic skills. In addition, we captured student feedback on the use of MMPs in a dental curriculum.


          In this voluntary interventional study on 89 senior dental students, we created pilot learning modules through an MMP called Instagram Stories to teach dental diagnosis. We evaluated the efficacy of the modules through diagnostic tests that were given to dental students who were close to graduating.


          The students showed a significant increase in diagnostic test scores from 49% to 73% ( p < 0.05) after the use of an MMP. Furthermore, the students' feedback on the MMP indicated that most students found it easy and enjoyable to use.


          Our study data show that MMPs may be used to improve training in basic dental diagnostic skills and can serve as an adjunct teaching tool. Moreover, MMP modules can potentially enrich professional education in developing countries where access to educational resources is limited.


          أهداف البحث

          إن منصات الوسائط المتعددة المتنقلة هي أدوات خصبة يستخدمها الأفراد والشركات لمشاركة المحتوى. ومع ذلك، فقد أظهرت بعض الدراسات فاعلية منصات الوسائط المتعددة المتنقلة كأدوات تعليمية. الغرض من هذه الدراسة هو تقييم فاعلية منصات الوسائط المتعددة المتنقلة في تحسين مهارات التشخيص الأساسية لطب الأسنان. بالإضافة إلى ذلك، سجلنا ملاحظات الطلاب حول استخدام منصات الوسائط المتعددة المتنقلة في مناهج طب الأسنان.

          طرق البحث

          في هذه الدراسة التداخلية الطوعية على ٨٩ من طلاب طب الأسنان في السنوات الأخيرة. أنشأنا وحدات تعليمية رائدة من خلال منصات الوسائط المتعددة المتنقلة تسمى قصص انستغرام لتعليم تشخيص الأسنان. قمنا بتقييم فاعلية الوحدات من خلال الاختبارات التشخيصية التي أعطيت لطلاب طب الأسنان القريبين من التخرج.


          أظهر الطلاب زيادة كبيرة في درجات الاختبارات التشخيصية من ٤٩٪ إلى ٧٣٪ بعد استخدام منصات الوسائط المتعددة المتنقلة. علاوة على ذلك، أشارت تعليقات الطلاب على منصات الوسائط المتعددة المتنقلة إلى أن غالبية الطلاب وجدوا أنها سهلة وممتعة.


          تظهر بيانات دراستنا أن منصات الوسائط المتعددة المتنقلة قد تستخدم لتحسين التدريب على مهارات التشخيص الأساسية للأسنان ويمكن أن تكون بمثابة أداة تعليمية مساعدة. علاوة على ذلك، يمكن لوحدات منصات الوسائط المتعددة المتنقلة أن تثري التعليم المهني في البلدان النامية حيث يكون الوصول إلى الموارد التعليمية محدودا.

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          Most cited references 19

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          Plastic Surgery-Related Hashtag Utilization on Instagram: Implications for Education and Marketing

          Recent data suggest patients are seeking aesthetic surgery to improve their appearance on Instagram and other social media. Despite the rising influence of Instagram in plastic surgery, few academic publications address Instagram, let alone evaluate its utilization in plastic surgery.
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              Using Twitter for Teaching and Learning in an Oral and Maxillofacial Radiology Course.

              The aim of this study was to describe the implementation of one form of social media (Twitter) in an oral radiology course and evaluate dental students' use and perceptions of this technology for teaching and learning. An author-developed questionnaire was used to solicit second-year students' knowledge, use, and perceptions of Twitter for teaching and learning in an oral radiology course at one U.S. dental school. A combination of Likert scales, multiple allowable answers, and an open-ended comment question was employed. The questionnaire was piloted in spring 2010 followed by data collection in spring 2011. Out of 45 students, 40 (88.9%) completed the questionnaire. Of the respondents, 95% reported having not used Twitter prior to their second year of dental school; 55% of them created an account for the course. The top two reasons they gave for creating an account were viewing radiographic examples and staying informed about questions and answers that were posted. The top two reasons they gave for not creating an account were that the content was viewable online without an account and not wanting another online account. The students perceived the Twitter sessions as helpful and reported it improved accessibility to the instructor. The results of this study challenged the assumption that dental students are well versed in all forms of social media, but overall, these students agreed that the use of Twitter had enhanced the learning environment in the radiology course.

                Author and article information

                J Taibah Univ Med Sci
                J Taibah Univ Med Sci
                Journal of Taibah University Medical Sciences
                Taibah University
                13 July 2020
                August 2020
                13 July 2020
                : 15
                : 4
                : 265-271
                [a ]Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Brookline, USA
                [b ]Department of Orthodontics, National Hospital of Odonto-Stomatology, Ho Chi Minh City, Viet Nam
                [c ]Đại Học Y Dược Huế, Hue University of Medicine and Pharmacy, Hue, Viet Nam
                Author notes
                []Corresponding address: Harvard School of Dental Medicine, 188 Longwood Avenue, Boston, MA 02446, USA. rebecca_tsai@
                © 2020 Taibah University. Production and hosting by Elsevier Ltd.

                This is an open access article under the CC BY-NC-ND license (

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