Development of a Mobile Application for Acquiring Clinical and Laboratorial Skills and Abilities in Pediatric Dentistry and Orthodontics

Lins, Renata Matos Lamenha; Alves, Gabriela Freire; Costa, José Claudio Santos; Barbosa, Matheus Santos Mafra; Silva, Caio Barbosa Vieira da; Santos, Jovenildo Wanderley; Pugliesi, Daniela Maria Carvalho; Santos, Valdeci Elias dos

doi:10.1590/pboci.2020.088

Cited by 5 publications

(8 citation statements)

References 16 publications

(30 reference statements)

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“…The different learning approaches applied in this investigation corresponded to the traditional lecture classroom, access to an educational mobile application developed for dental students and clinicians (Odontoped‐Helpbox ® ) 14 and the combination of both methods. The minimum sample size was based on a pilot study, with the probability of less correct answers of 22%.…”

Section: Methodsmentioning

confidence: 99%

“…The video discusses the diagnosis and adequate treatment for each type of trauma, bringing examples on models and photos demonstrating real‐life situations. Both approaches of delivering information were based on guidelines of the international association of dental traumatology (IADT) for diagnosis and clinical decision making 11,14 . A single examiner, blinded to the group assignment, evaluated the responses of the pre‐test and post‐test according to these guidelines.…”

Section: Methodsmentioning

confidence: 99%

“…The OdontoPed-Helpbox ® mobile application is a tool capable of storing and providing data using audiovisual media contents on clinical and laboratory subjects of paediatric dental care, indexed on Play Store ® (https://play.google.com/store/ apps/detai ls?id=sam. gurio.odont oapp) 14 . The layout was based on academic module of Paediatric Dentistry and Orthodontics, with subjects listed in tabs containing videos and texts with detailed protocols, which enable F I G U R E 1 Operation and structure of the App -Odontoped-Helpbox ® online or offline access (Figure 1).…”

Section: Description Of the App-odontoped-helpbox ®mentioning

confidence: 99%

“…Both approaches of delivering information were based on guidelines of the international association of dental traumatology (IADT) for diagnosis and clinical decision making. 11,14 A single examiner, blinded to the group assignment, evaluated the responses of the pre-test and post-test according to these guidelines.…”

Section: Data Collectionmentioning

confidence: 99%

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Mobile application as a learning tool for improving dental students' knowledge regarding dental trauma

Lins

Pugliesi

Lima

et al. 2021

Eur J Dental Education

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Introduction Current evidence suggests an important knowledge gain of health sciences' students and professionals with mobile devices (m‐learning). This study aimed to verify whether different strategies of teaching (traditional lecture classroom, m‐learning and association of both methods) would present greater efficacy in knowledge improvement regarding dental trauma in primary dentition. Materials and Methods An action research study using a participatory approach was conducted with 36 undergraduate Brazilian dental students. A structured questionnaire composed of six clinical cases of traumatic injuries was initially applied to all students (pre‐test). Participants were then randomly distributed into three experimental groups: TC—students who had access exclusively to traditional lecture classroom; APP—access exclusively to the mobile application; and TC‐APP—access to both approaches. The traditional and technological methods had evidence‐based content and visual resources of the subject. After interventions, all students responded to the same previous questionnaire (post‐test). Wilcoxon and Kruskal‐Wallis tests were performed for statistical analysis. Results All tested groups obtained statistically significant improvement between their pre‐test and post‐test scores, for both diagnosis and treatment of dental trauma (p < .005). Nonetheless, no intergroup differences were observed amongst the scores of pre‐ and post‐test for diagnosis (p = .159) and treatment (p = .206). Conclusion All teaching approaches applied obtained similar knowledge improvement of undergraduate dental students regarding traumatic injuries in primary teeth.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Description Of the App-odontoped-helpbox ®mentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

See 2 more Smart Citations

Mobile application as a learning tool for improving dental students' knowledge regarding dental trauma

Lins

Pugliesi

Lima

et al. 2021

Eur J Dental Education

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“…Most of the app regarding orthodontic therapy are focused on oral hygiene status and coaching [ 12 , 29 ]. Despite the current weak scientific coverage, there are no doubts tele-orthodontics is the future of dental digitalization [ 30 , 31 , 32 , 33 ].…”

Section: Introductionmentioning

confidence: 99%

Artificial Intelligence in Orthodontic Smart Application for Treatment Coaching and Its Impact on Clinical Performance of Patients Monitored with AI-TeleHealth System

2021

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Background: Treatment of malocclusion with clear removable appliances like Invisalign® or Spark™, require considerable higher level of patient compliance when compared to conventional fixed braces. The clinical outcomes and treatment efficiency strongly depend on the patient’s discipline. Smart treatment coaching applications, like strojCHECK® are efficient for improving patient compliance. Purpose: To evaluate the impact of computerized personalized decision algorithms responding to observed and anticipated patient behavior implemented as an update of an existing clinical orthodontic application (app). Materials and Methods: Variables such as (1) patient app interaction, (2) patient app discipline and (3) clinical aligner tracking evaluated by artificial intelligence system (AI) system—Dental monitoring® were observed on the set of 86 patients. Two 60-day periods were evaluated; before and after the app was updated with decision tree processes. Results: All variables showed significant improvement after the update except for the manifestation of clinical non-tracking in men, evaluated by artificial intelligence from video scans. Conclusions: Implementation of application update including computerized decision processes can significantly enhance clinical performance of existing health care applications and improve patients’ compliance. Using the algorithm with decision tree architecture could create a baseline for further machine learning optimization.

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Insight on the influence of technology‐enhanced learning in orthodontics' education: A systematic review

Arqub

Waleed

Al‐Abedalla

et al. 2022

Eur J Dental Education

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Objectives Technology‐enhanced learning (TEL) provides a pliable and current way to present orthodontic curriculum material to students. This review aimed to assess the effectiveness of TEL compared with traditional learning methods in the field of orthodontics. Materials and Methods The search comprised randomised controlled trials (RCTs) related to orthodontics' interactive learning from the following databases: PubMed, Scopus, CENTRAL, Psyclnfo, ERIC, Web of Science, Dissertations and Theses Global. Two authors performed the screening, data extraction and assessed risk of bias using the Cochrane tool (Rob 2) blindly and in duplicate. Kirkpatrick's 4‐level evaluation model was used to evaluate educational outcomes. Results A total of 3131 records were identified of which 11 RCT were included. On level 1 (Reaction), students had a positive attitude towards TEL. On level 2 (Learning), included studies did not report any significant knowledge improvement when TEL was compared with traditional learning strategies. One study assessed level 3 (Behaviour), where students felt that flipped classroom learning created feelings of greater confidence. On level 4 (Results), most studies suggested that TEL tools are as equally effective in imparting information as traditional tools and recommended that both methods should be considered in teaching students. Conclusion Technology‐enhanced learning techniques might have the potential to enhance educational outcomes in orthodontic education and students seem to enjoy the implementation of technology in the learning process. These educational tools should be used as an adjunct to the traditional didactic classroom, and not as a replacement, due to the challenges encountered with their application.

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Development of a Mobile Application for Acquiring Clinical and Laboratorial Skills and Abilities in Pediatric Dentistry and Orthodontics

Cited by 5 publications

References 16 publications

Mobile application as a learning tool for improving dental students' knowledge regarding dental trauma

Mobile application as a learning tool for improving dental students' knowledge regarding dental trauma

Artificial Intelligence in Orthodontic Smart Application for Treatment Coaching and Its Impact on Clinical Performance of Patients Monitored with AI-TeleHealth System

Insight on the influence of technology‐enhanced learning in orthodontics' education: A systematic review

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