Background E-learning has found its way into dental teaching in general and endodontic teaching in particular. The present study aimed to implement a newly developed multimedia learning application and assess its effect on students’ first root canal treatment on real patients. With the COVID-19 outbreak, the application’s performance was investigated during the pandemic. Methods A total of 138 students in the initial clinical endodontic course participated in this study. The control group (n = 49) followed the traditional curriculum, including practice on artificial teeth and face-to-face teaching events. In addition to the traditional curriculum, test group 1 (n = 54) had access to an endodontic e-learning application containing videos demonstrating artificial teeth and patient cases. With the COVID-19 outbreak, test group 2 (n = 35) had no face-to-face teaching; however, endodontic patient treatments were included. The quality of students’ first root canal treatment on real patients was compared using performance and radiographic assessment items. Statistical analysis was done using Kruskal–Wallis and chi-squared tests. Test groups received a questionnaire to assess the learning application. Test group 2 also completed a COVID-19-specific survey to measure students’ perceptions of how the pandemic affected their endodontic education. Results The results of endodontic treatments were significantly better for test group 1 (P < 0.001) and 2 (P < 0.001) than for the control group. Likewise, there were significantly fewer treatment errors in test group 1 (P < 0.001) and 2 (P < 0.001). No significant differences were found between test groups 1 and 2. Students of the test groups positively evaluated the e-learning application. Students of test group 2 expressed their fear of negative impacts on their course performance. Conclusion The e-learning application was well-received and seemed to improve endodontic education. The results imply that the quality of education may be maintained by implementing e-learning to compensate for face-to-face teaching. As no difference was found between online and face-to-face teaching, students’ and lecturers’ concerns that endodontic education is suffering because of the pandemic may be eased.
Background The quality of root canal treatments performed by undergraduate students is often unsatisfactory questioning the current methods of teaching. Based on treatment errors made by students participating the endodontic courses at RWTH Aachen University (Germany), new radiopaque artificial root canal treatment models (DRSK RCT; incisor, premolar, molar) were designed and developed. The aim of the study was to evaluate these models by groups of students and demonstrators. Methods A total number of 60 students and seven demonstrators from a single institution (RWTH Aachen) participated in this study. They performed endodontic treatments on either initial versions of the DRSK RCT or modified versions. The initial versions were evaluated by students (n = 25) and demonstrators (n = 7). The obtained questionnaire was conducted as 7-point Likert-Scale covering the topics material properties, feeling while performing exercises and perception of its closeness to reality via 19 items (students) and 21 items (demonstrators). According to the evaluations several alterations were applied to the DRSK RCT, the whole study was repeated and evaluated by different students (n = 35) and the same demonstrators (n = 7). Additionally, the demonstrators blindly evaluated the quality of root canal treatments performed by the students (n = 35) on the modified DRSK RCT. Comparisons between the initial versions and the modified versions were calculated using Chi-squared tests. Results Students as well as demonstrators positively evaluated both variants of the DRSK RCT with especially high ratings in the overall evaluation. Students’ rating of the pulp anatomy significantly increased from 5.4 ± 1.1 (mean ± SD) to 5.9 ± 0.9 (mean ± SD; p < 0.05) for the modified model. Likewise, students felt that the ability to flare root canals improved after alterations have been applied. Ratings significantly increased from 4.8 ± 1.6 (mean ± SD) to 5.6 ± 1.0 (mean ± SD; p < 0.05). Conclusion The results indicate that the DRSK RCT is a promising candidate to be used as an alternative to extracted teeth or as an additional tool for improving dental education. However, some limitations of our analysis have to be considered.
Background The COVID-19 pandemic massively impacts endodontic teaching and a dramatically reduced number of patients is registered in clinical courses. This could be countered with suitable training aids. Based on treatment errors made by students in the last five years of endodontic courses at RWTH Aachen University (Germany), a new artificial root canal treatment model (DRSK RCT) was developed. The model was aimed to be radiopaque and to simulate the tactile feel during instrumentation in a realistic manner. Unlike already existing 3D-printed tooth replicas, the RCT has anatomical root canals with a narrow lumen with its width matching an ISO size 6 endodontic file. Methodology 35 fourth-year students and seven dental demonstrators performed endodontic treatments on both the DRSK RCT and extracted teeth. Students and demonstrators answered a questionnaire on a scale ranging from 1 to 7 (poor to high) for different items (part 1). After the first study, changes in the materials and root canal anatomy were applied to the model. Then, the whole study was repeated and evaluated (part 2). Finally, it was evaluated whether the models could replace patient treatment during the Covid-19 pandemic. Results Ratings by students and dental instructors (5.1 ± 0.4 and 5.3 ± 1.5 [mean ± SD], respectively) in the first study increased after modifications of the DRSK RCT (5.5 ± 0.5 and 6.2 ± 0.8, respectively). Radiographs of the models were excellently assessable. The properties of the DRSK RCT were found to be realistic, thus allowing students to perform a satisfactory simulation of root canal treatment and being rated sufficient in substituting patient treatment during COVID-19 pandemic. Conclusion The analysis suggests that the DRSK RCT has the ability to improve endodontic technique and education. Visible root canals enable students to observe the treatment process. All steps of a regular root canal treatment can be simulated. Further studies are needed to investigate the outcome of treating the first patient after practicing on the DRSK RCT.
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