A survey on dental undergraduates' knowledge of oral radiology

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Abstract

Dentists' incorrect behavior with regards to Oral Radiology, as reported in the literature, has been related to inadequate training of undergraduates. AIM: This study assessed dental undergraduates' knowledge of Oral Radiology. METHODS: A questionnaire containing 30 questions pertaining to three domains - General Principles, Radiobiology/Radioprotection and Technique/Interpretation - was used as data collection instrument. A total of 195 students answered the questionnaires. RESULTS: No statistically significant differences were found between second-, third- and fourth-year students (p>0.05) when the whole questionnaire and the General Principles domain (p>0.05) were considered. The Technique/Interpretation domain presented a borderline statistical significance level (p=0.051), with more correct answers attributed to second-year students. A statistically significant difference (p<0.05) was seen for the Radiobiology/Radioprotection domain, in which the fourth-year students performed better. CONCLUSIONS: Dental undergraduates' knowledge of Oral Radiology did not increase or decrease significantly comparing the undergraduate years. However, with the exception of the Technique/Interpretation domain, students of more advanced undergraduate years answered more correctly the questions. Nevertheless, the Technique/Interpretation domain should be reinforced throughout the undergraduate course.

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Treatment methods for fractures of the mandibular angle.

Edward Ellis (1999)

Fractures of the mandibular angle are plagued with the highest rate of complication of all mandibular fractures. Over the past 10 years, various forms of treatment for these fractures were performed on an indigent inner city population. Treatment included: 1) closed reduction or intraoral open reduction and non-rigid fixation; 2) extraoral open reduction and internal fixation with an AO/ASIF reconstruction bone plate; 3) intraoral open reduction and internal fixation using a solitary lag screw; 4) intraoral open reduction and internal fixation using two 2.0 mm mini-dynamic compression plates; 5) intraoral open reduction and internal fixation using two 2.4 mm mandibular dynamic compression plates; 6) intraoral open reduction and internal fixation using two non-compression miniplates; 7) intraoral open reduction and internal fixation using a single non-compression miniplate; and 8) intraoral open reduction and internal fixation using a single malleable non-compression miniplate. This paper reviews the results of those modes of treatment when used for the same patient population at one hospital. Results of treatment show that, in this patient population, the use of either an extraoral open reduction and internal fixation with the AO/ASIF reconstruction plate or intraoral open reduction and internal fixation, using a single miniplate, are associated with the fewest complications.

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Blended learning positively affects students' satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation.

Andreas Herrler, Cord Spreckelsen, Klaus Spitzer … (2009)

Problem-based learning (PBL) is an established didactic approach in medical education worldwide. The impact of PBL depends on the tutors' quality and the students' motivation. To enhance students' motivation and satisfaction and to overcome the problems with the changing quality of tutors, online learning and face-to-face classes were systematically combined resulting in a blended learning scenario (blended problem-based learning--bPBL). The study aims at determining whether bPBL increases the students' motivation and supports the learning process with respect to the students' cooperation, their orientation, and more reliable tutoring. The blended PBL was developed in a cooperation of students and teachers. The well-established Seven Jump-scheme of PBL was carefully complemented by eLearning modules. On the first training day of bPBL the students start to work together with the online program, but without a tutor, on the final training day the tutor participates in the meeting for additional help and feedback. The program was evaluated by a mixed-method study. The traditional PBL course was compared with the blended PBL by means of qualitative and quantitative questionnaires, standardized group interviews, and students' test results. In addition log-files were analyzed. A total of 185 third-year students and 14 tutors took part in the study. Motivation, subjective learning gains and satisfaction achieved significantly higher ratings by the bPBL students compared with the students learning by traditional PBL. The tutors' opinion and the test results showed no differences between the groups. Working with the web-based learning environment was assessed as very good by the students. According to the log-file analysis, the web-based learning module was frequently used and improved the cooperation during the self-directed learning.

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Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students.

K Tsiklakis, A Lionarakis, A Kavadella … (2012)

The purpose of this study was to develop and implement a blended course (a combined face-to-face and online instruction) on undergraduate oral radiology and evaluate it by comparing its educational effectiveness (derived from students' performance and answers to questionnaires) to a conventional course's. Students' attitudes concerning the blended methodology were also registered. An original course was developed and implemented, and its electronic version was uploaded to an e-learning educational platform. The course was attended by two groups of final-year students, who were taught by either the conventional face-to-face methodology or the blended learning methodology. Students answered a series of questionnaires, before and after following the course, regarding their perceptions, attitudes and evaluation of the course. Additionally, they completed knowledge assessment tests and their grades (before and after the course) were compared. Educational effectiveness of the course was determined by analysing the results of the questionnaires and the tests. Students in the blended group performed significantly better than their colleagues of the conventional group in the post-course knowledge test, and female students of the blended group performed better than male students. Students evaluated high the course content, organisation, educational material, and the blended group students additionally appreciated the course design and clarity of instructions. Students' attitudes towards elements of blended learning (effectiveness, motivation and active engagement) were very positive. Most of the blended group students, who attended the face-to-face meeting (approx. 91%), evaluated it as helpful for summarising the subject and clarifying difficult issues. Blended learning is effective and well evaluated by dental students and can be implemented in undergraduate curriculum for teaching oral radiology. © 2011 John Wiley & Sons A/S.

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Author and article information

Contributors

Sergio Lins de-Azevedo-Vaz: Role: ND

Karla de Faria Vasconcelos: Role: ND

Karla Rovaris: Role: ND

Naiara de Paula Ferreira: Role: ND

Francisco Haiter Neto: Role: ND

Journal

Journal ID (publisher-id): bjos

Title: Brazilian Journal of Oral Sciences

Abbreviated Title: Braz. J. Oral Sci.

Publisher: Faculdade de Odontologia de Piracicaba - UNICAMP (Piracicaba, SP, Brazil )

ISSN (Print): 1677-3217

ISSN (Electronic): 1677-3225

Publication date (Print and electronic): June 2013

Volume: 12

Issue: 2

Pages: 109-113

Affiliations

[01] Vitória ES orgnameFederal University of Espirito Santo orgdiv1Dental School orgdiv2Department of Clinical Dentistry Brazil

[02] Piracicaba SP orgnameUniversity of Campinas orgdiv1Piracicaba Dental School orgdiv2Division of Oral Radiology Brazil

[03] Piracicaba SP orgnameUniversity of Campinas orgdiv1Piracicaba Dental School orgdiv2Department of Community Dentistry Brazil

Article

Publisher ID: S1677-32252013000200008

DOI: 10.1590/S1677-32252013000200008

SO-VID: 94a8adb1-e20f-40c4-bb85-53e6aaf17869

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This work is licensed under a Creative Commons Attribution 4.0 International License.

History

Date received : 25 February 2013

Date accepted : 11 June 2013

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Figures: 0, Tables: 0, Equations: 0, References: 21, Pages: 5

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A survey on dental undergraduates' knowledge of oral radiology

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Most cited references 35

Treatment methods for fractures of the mandibular angle.

Blended learning positively affects students' satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation.

Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students.

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