and #8216;One Minute Preceptor and #8217; a teaching-learning model for oral radiographic interpretation skill

Abstract

Radiographic interpretation skill is the most essential skill for a dental undergraduate to obtain the degree of Bachelor of Dental Surgery and also to be a competent private dental practitioner. Despite the various teaching techniques, radiographic interpretation is quite a challenging task. One minute preceptor (OMP) model is widely used for active teaching in busy clinical setting, and the same was applied for teaching radiographic interpretation skill. Objectives: 1) To train the III BDS students to arrive at radiographic diagnosis of periapical diseases using OMP model, 2) To assess and compare the performances of the students after OMP training using structured checklist. Methodology: The study involved 64 third year BDS students posted in the department of Oral medicine and radiology. After obtaining an informed consent the students were randomly divided into intervention group and comparison group with 32 students in each group. A discussion on radiographic interpretation of periapical diseases was conducted at the department and was followed by a pretest on the same day for both groups. The pretest comprised of written radiographic interpretation of periapical diseases displayed on the computer screen, which were evaluated using a 10 item checklist. Intervention group underwent training through One minute preceptor (OMP) method for radiographic interpretation wherein they were guided by the preceptor using five microskills of OMP followed by post test for both the groups. Results: The pre and post test scores of comparison and intervention groups were analyzed using unpaired't' test. The post test scores between the two groups were significantly different with and a p value of 0.00001, revealing the positive impact of OMP training. Conclusion: By using 'One minute preceptor' model, the students radiographic interpretation skill advanced from being unorganized and inconsistent to systematic and consistent with clinical diagnosis.

Effectiveness of Problem-Based Learning versus Traditional Teaching Methods in Improving Acquisition of Radiographic Interpretation Skills among Dental Students—A Systematic Review and Meta-Analysis

“…All the participants included in the review were undergraduate dental students undertaking training in dental radiology [ 8 – 10 , 12 , 20 – 28 ]. A total of 835 participants were part of the studies' analysis, with 411 in the problem-based learning group and 424 in the traditional teaching group.…”

“…A total of 835 participants were part of the studies' analysis, with 411 in the problem-based learning group and 424 in the traditional teaching group. All the participants already had the basic theoretical knowledge about the principles of radiographic interpretation and radiological features [ 8 – 10 , 12 , 20 – 28 ].…”

“…Naik and Umarani [ 12 ] assessed and compared the performances of the III BDS students in intraoral radiographic interpretation of periapical diseases using a structured checklist, namely, the objective structured radiographic interpretation (OSRI), after the one-minute preceptor and traditional training. The OMP group students were divided into small groups of six to seven students, and five different intraoral periapical radiographs of periapical diseases were discussed for a duration of 20 minutes.…”

“…The flipped classroom (FC) model is an integrated method for learning in which students review content ahead of the classroom session and teachers use class time for active learning [ 11 ]. Implementation of syndicate-based learning [ 9 ] and the one-minute preceptor (OMP) model provide experiential learning to the students for future practice [ 12 ]. Radiology simulator-supported training [ 13 ] and digital environments allow visual communication between the educator and the learner, thus promoting appealing and engaging participation and better understanding [ 14 ].…”

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“…The interpretation of width of periodontal ligament and lamina dura on the radiographs were evaluated in this study, Naik & Umarani 23 emphasizing the significance of evaluation of these structures which considered being accurate predictors of periapical lesion.…”