Concept map‐based learning in an oral radiographic interpretation course: Dental students' perceptions of its role as a learning tool

Gil, Yoon Min; Lee, Byung‐Do

doi:10.1111/eje.12828

Cited by 4 publications

(3 citation statements)

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“…Findings in dental education suggest that CMs help students develop a deep understanding that facilitates the acquisition of expertise in problem‐solving and decision‐making 11 . In Gil's study, concept mapping was a complementary learning strategy in an oral radiographic interpretation class, which motivated students and helped them to recognise misconceptions 12 . However, beyond the perceived interest value of the tool, it is important to see if CMs can effectively identify students' difficulties with structuring and understanding knowledge.…”

Section: Introductionmentioning

confidence: 98%

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The quality of first‐year dental students' cognitive structures and the factors that influence it

Sadki,

Mateu‐Ramis,

Leloup

et al. 2024

Eur J Dental Education

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IntroductionIn health professions education, it is widely recognised that concept mapping helps students organise their knowledge. This study aimed to investigate the quality of first‐year dental students' cognitive structures and the factors that influence it. Two approaches (qualitative and descriptive) to analysing student concept maps are described in this article. The qualitative approach emphasises the distinct morphologies (structures) that are considered to indicate the level of understanding. The descriptive approach provides information on the content's richness in terms of concepts and key concepts.Materials and MethodsA total of 31 first‐year dental students participated in this study. In an introductory session, students drew their first concept map (CM) using Cmaptools software. Then, students created and submitted individualised CMs for four course topics. Qualitative and descriptive approaches to analysing concept maps are valuable because they highlight what students have learned and how they organise and structure knowledge through CMs. To determine students' cognitive structures and explore the evolution of their representations over the four course topics, two examiners analysed the CMs' morphology and content.ResultsStudents presented various cognitive structures for the same topic. The quality of concept maps seemed to be influenced by the topic, as well as by familiarisation with making CM.ConclusionConcept mapping revealed the organisation of students' knowledge. This study explored the structural (morphology) and content analyses of CMs. The quality of the CMs seems to be affected by the nature of the topic.

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Section: Introductionmentioning

confidence: 98%

“…11 In Gil's study, concept mapping was a complementary learning strategy in an oral radiographic interpretation class, which motivated students and helped them to recognise misconceptions. 12…”

mentioning

confidence: 99%

The quality of first‐year dental students' cognitive structures and the factors that influence it

Sadki,

Mateu‐Ramis,

Leloup

et al. 2024

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

“…Debido a los constantes avances tecnológicos, las Facultades de Odontología de las distintas Universidades en el mundo han incorporado métodos de enseñanza-aprendizaje que permiten adquirir conocimientos teóricos a través de múltiples herramientas tecnológicas 8 , un ejemplo de ello es la utilización de la realidad virtual en los procesos formativos de los estudiantes [9][10][11][12] . La Radiología Oral y Maxilofacial no es la excepción, debido a que las nuevas tendencias internacionales demandan el dominio de competencias conceptuales básicas en dicha área 13,14 .…”

Section: Introductionunclassified

Explorando las competencias conceptuales básicas: Validez de contenido de un cuestionario sobre Radiología Oral y Maxilofacial

Flores-Girón,

Paz,

Paz-Maldonado

2023

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El objetivo de la presente investigación fue validar por contenido un cuestionario sobre las competencias conceptuales básicas de la Radiología Oral y Maxilofacial (ROMF). El estudio fue mixto con diseño descriptivo transversal, interpretativo y explicativo secuencial. Participaron 5 docentes latinoamericanos especialistas en ROMF, seleccionados mediante una muestra no probabilística intencional. Los datos cuantitativos y la información cualitativa se recolectaron en una matriz de validación. Para valorar cada uno de los criterios de evaluación se utilizó una escala Likert con cinco elementos de valoración siendo “totalmente en desacuerdo” el de menor valor (1%) y “totalmente de acuerdo” el mayor (5%). Los resultados cuantitativos alcanzados en los criterios de validación fueron: redacción de la interrogante 3,6%, coherencia del contenido 4,4%, comprensión del contenido 4,3% y secuencia-ubicación de la interrogante 4,6%. Con relación a los resultados cualitativos, se indicó: a) mejorar la redacción, b) especificar el tipo de toma radiográfica oral y c) considerar las regulaciones nacionales e internacionales en el planteamiento de las interrogantes. En conclusión, el cuestionario sobre las competencias conceptuales básicas de ROMF ha alcanzado la validez por contenido obteniendo un promedio de 4,2%. La siguiente etapa consistirá en aplicar una prueba piloto para lograr la confiabilidad de este instrumento. Palabras Clave: Competencias conceptuales básicas, Odontología, Radiología Oral y Maxilofacial, Validez de contenido.

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Effectiveness of using concept mapping by dental students in the radiographic interpretation of jaw diseases

Gil,

Lee

2024

Journal of Dental Education

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ObjectivesInterpretation of dental radiographs is a difficult process, particularly for inexperienced students. This study introduced concept mapping for dental students to help in the radiographic interpretation of common jaw lesions. We aimed to analyze the efficacy of the concept map (CM) in radiographic interpretation, with a discussion of the diagnostic reasoning dilemma.MethodsThis study included 39 dental students. After a 1‐h class for CM guidance and based on three group discussions and one‐on‐one feedback, the students completed and submitted CMs for three jaw diseases (ameloblastoma, odontogenic keratocyst, and simple bone cyst). All participants underwent a pretest and posttest of knowledge and diagnosis; all students but one completed an open‐ended questionnaire regarding the use of CMs.ResultsConcept mapping effectively improved diagnostic accuracy. The participants’ posttest scores were better than their pretest scores in both knowledge and diagnostic tests. Most of the students attempted radiographic interpretation through analytic reasoning. The time required for the students to draw a CM varied from student to student from 3–5 h to 1–3 days.ConclusionThis study shows that CMs can improve the radiographic diagnostic ability of dental students by providing a framework for analytic reasoning. Continuous research is warranted to improve the effectiveness of CM in oral radiographic interpretation in the dental student's class.

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Concept map‐based learning in an oral radiographic interpretation course: Dental students' perceptions of its role as a learning tool

Cited by 4 publications

References 32 publications

The quality of first‐year dental students' cognitive structures and the factors that influence it

The quality of first‐year dental students' cognitive structures and the factors that influence it

Explorando las competencias conceptuales básicas: Validez de contenido de un cuestionario sobre Radiología Oral y Maxilofacial

Effectiveness of using concept mapping by dental students in the radiographic interpretation of jaw diseases

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