Assessment of the knowledge of graduating American dental students about the panoramic image

Williamson, Gail F.; Dis, Margot L. Van

doi:10.1016/0030-4220(93)90278-c

Cited by 18 publications

(24 citation statements)

References 6 publications

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“…Although a number of books explaining these landmarks are available,1, 2, 3, 4, 5, 6 there have been no reports analyzing the level of understanding by students. Razmus et al 8 . assessed the knowledge of graduating American dental students about panoramic images.…”

Section: Discussionmentioning

confidence: 99%

Dental students’ levels of understanding normal panoramic anatomy

Maeda

Hosoki

Yoshida

et al. 2018

Journal of Dental Sciences

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Background/purpose In dentistry, panoramic radiography is an important examination technique. The Faculty of Dentistry at Tokushima University educates students about panoramic radiographic anatomical landmarks. The purpose of this study was to investigate differences in the understanding of each panoramic anatomical landmark among students. Materials and methods This study analyzed the results of 40 fifth- and 79 sixth-year faculty students who had taken a written examination to clarify their knowledge of anatomical landmarks in 28 panoramic radiographic regions. Anatomical landmarks were classified into 3 categories: , , and  to compare correct answer rates. Results The mean overall correct answer rate by the 119 students for the 28 regions was 53%. The rate did not vary between the 2 academic years. On comparison of the 3 categories, significant differences were only observed between  and , as the values for the latter were lower. Among the anatomical landmarks, the rates for the condylar head, hyoid bone, panoramic innominate line, styloid process, and nasopalatine line were higher, and those for ghost images of the contralateral nasopalatine line, the cervical vertebrae, mandibular foramen, mastoid air cell, and posterior pharyngeal wall were lower. The values for , such as the dorsum of tongue, middle and inferior nasal conche, and middle and inferior nasal meatuses, were also lower. Conclusion These results indicate the necessity of improving educational approaches for regions with lower rates of correct answers.

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Section: Discussionmentioning

confidence: 99%

Dental students’ levels of understanding normal panoramic anatomy

Maeda

Hosoki

Yoshida

et al. 2018

Journal of Dental Sciences

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“…This percentage was lower than in the study by Razmus et al in which students scored 61.4% in recognizing errors and artifacts. 36 Positional errors due to incorrect patient placement prior to the radiographic exposure can be minimized or even avoided by optimal technique, but this process becomes more difficult with edentulous patients due to the absence of teeth, the most reliable visual aid. Furthermore, the edentulous mandible itself undergoes substantial change over time to such a degree that the shape of the dentate mandible is lost.…”

Section: Positional Errorsmentioning

confidence: 99%

Dental Students’ Interpretations of Digital Panoramic Radiographs on Completely Edentate Patients

Kratz¹,

Nguyen

Walton

et al. 2018

Journal of Dental Education

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The ability of dental students to interpret digital panoramic radiographs (PANs) of edentulous patients has not been documented. The aim of this retrospective study was to compare the ability of second-year (D2) dental students with that of third- and fourth-year (D3-D4) dental students to interpret and identify positional errors in digital PANs obtained from patients with complete edentulism. A total of 169 digital PANs from edentulous patients were assessed by D2 (n=84) and D3-D4 (n=85) dental students at one Canadian dental school. The correctness of the students' interpretations was determined by comparison to a gold standard established by assessments of the same PANs by two experts (a graduate student in prosthodontics and an oral and maxillofacial radiologist). Data collected were from September 1, 2006, when digital radiography was implemented at the university, to December 31, 2012. Nearly all (95%) of the PANs were acceptable diagnostically despite a high proportion (92%) of positional errors detected. A total of 301 positional errors were identified in the sample. The D2 students identified significantly more (p=0.002) positional errors than the D3-D4 students. There was no significant difference (p=0.059) in the distribution of radiographic interpretation errors between the two student groups when compared to the gold standard. Overall, the category of extragnathic findings had the highest number of false negatives (43) reported. In this study, dental students interpreted digital PANs of edentulous patients satisfactorily, but they were more adept at identifying radiographic findings compared to positional errors. Students should be reminded to examine the entire radiograph thoroughly to ensure extragnathic findings are not missed and to recognize and report patient positional errors.

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“…The normal anatomic structures must also be identified on a panoramic image to diagnose any abnormalities correctly. 8 Strategies must be developed by authorities in order to implement this attitude into regular curriculum. In our faculty, the educational committee comes together once a week to improve the curriculum to be compatible with the universal standards.…”

Section: 2mentioning

confidence: 99%

“…Besides, the 3rd year students were able to identify the anatomic landmarks on radiographs more successfully compared to their peers (periapical 90.3%±9.1%, panoramic 61.4%±20.9%). Razmus et al 8 also found that success in performance in detecting the error and artifacts and error correction was relatively poor among the senior year dental undergraduates (mean percentage of correct responses was 61.7%±23.2% and 45.2%±31.2%, respectively). Rushton et al 21 demonstrated the medians of identifying film faults to be 17 (35%) and 21 (43%) for two dental schools.…”

mentioning

confidence: 97%

“…4 Regarding dental radiology, there are standards expected of a dental student upon graduation. Razmus et al 8 reported that in general senior year dental students were competent in recognizing anatomic landmarks on panoramic radiographs (87.8%±12.6%). On the contrary, in the present study senior year students were generally incompetent in recognizing anatomic landmarks on radiographs, receiving the lowest score (the mean percentage of correct responses was 28.3%±9.5%).…”

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confidence: 99%

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Evaluation of radiological anatomy knowledge among dental students

İlgüy¹,

İlgüy²,

Dölekoğlu³

et al. 2017

Yeditepe J Dent

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SUMMARY Aim: The dentists should identify the normal anatomic structures on dental radiographs and know about image distortion characteristics of technical errors and projection artifacts. Strategies must be developed by authorities in order to implement this attitude into regular curriculum of dental faculties. Assessment of the learning outcomes of dental students may give information to help dental educators improve their curriculum. The aim of this study was to assess the retention of knowledge of dental students on the panoramic and periapical radiographs. Materials and Method: Undergraduate students from the third up to the fifth year (n=129) and postgraduate students (n=23) took part in the study. The test consisted of 10 questions accompanied by 10 periapical radiographs that demonstrated labeled anatomical structures, and 5 panoramic radiographs consisting of 26 anatomical structures with one or more labels. For the postgraduate students, 12 patient positioning errors, 3 foreign body detection and 4 technical errors were additionally questioned. Results: A statistically significant correlation was found between the classes and the overall performance on anatomical knowledge, with the 3rd year students receiving the highest score (90%, p<0.01). Postgraduate students' ability to recognize panoramic film faults and foreign bodies correctly ranged from 5.26% to 63.16%. The questions about the foreign body identification were answered with the highest percentage (eyeglasses 95.7%; ghost image of earrings 91.3%; tongue piercing 87%). Conclusions: Integration of dental radiology lecture to the fifth year curriculum may be helpful for the retention of knowledge of dental students on the panoramic and periapical radiographs.

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Assessment of the knowledge of graduating American dental students about the panoramic image

Cited by 18 publications

References 6 publications

Dental students’ levels of understanding normal panoramic anatomy

Dental students’ levels of understanding normal panoramic anatomy

Dental Students’ Interpretations of Digital Panoramic Radiographs on Completely Edentate Patients

Evaluation of radiological anatomy knowledge among dental students

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